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:  I.     THE  TREE-DWELLERS 

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II.  THE  EARLY  CAVE 

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III.  THE   LATER  CAVE-MEN 

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A  viap  of  the  Tree-dwellers  country,  showing  the  relative  position  of  the 
geographical  features  referred  to  in  this  book. 


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Chicago 


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Copyright,  1Q04 

By  Katharine  Elizabeth  Dopp 

Entered  at  Stationers'  Hall 


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Chicago 

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THE  series,  of  which  this  is  the  first  volume,  is  an  attempt  to 
meet  a  need  that  has  been  felt  for  several  years  by  parents 
and  physicians,  as  well  as  by  teachers,  supervisors,  and 
others  who  are  actively  interested  in  educational  and  social  prog- 
ress. The  need  of  practical  activity,  which  for  long  ages  consti- 
tuted the  entire  education  of  mankind,  is  at  last  recognized  by  the 
elementary  school.  It  has  been  introduced  in  many  places  and 
already  results  have  been  attained  which  demonstrate  that  it  is 
possible  to  introduce  practical  activity  in  such  a  way  as  to  afford 
the  child  a  sound  development  —  physically,  intellectually,  and 
morally  —  and  at  the  same  time  equip  him  for  efficient  social 
service.  The  question  that  is  perplexing  educators  at  the  present 
time  is,  therefore,  not  one  regarding  the  value  of  practical  activity, 
but  rather  one  of  ways  and  means  by  which  practical  activity  can 
be  harnessed  to  the  educational  work. 

The  discovery  of  the  fact  that  steam  is  a  force  that  can  do 
work  had  to  await  the  invention  of  machinery  by  means  of  which 
to  apply  the  new  force  to  industrial  processes.  The  use  of  prac- 
tical activity  will  likewise  necessitate  many  changes  in  the  educa- 
tional machinery  before  its  richest  results  are  realized.  Yet  the 
conditions  that  attend  the  introduction  of  practical  activity  as  a 
motive  power  in  education  are  very  different  from  those  that 
attended  the  introduction  of  the  use  of  steam.  In  the  case  of 
steam  the  problem  was  that  of  applying  a  new  force  to  an  old 
work.  In  the  case  of  practical  activity  it  is  a  question  of  restoring 
a  factor  which,  from  the  earliest  times  until  within  the  last  two  or 
three  deeades,  has  operated  as  a  permanent  educational  force. 

The  situation  that  has  recently  deprived  the  child  of  the  oppor- 

[8] 


Preface  9 

tunity  to  participate  in  industrial  processes  is  due,  as  is  well 
known,  to  the  rapid  development  of  our  industrial  system.  Since 
the  removal  of  industrial  processes  from  the  home  the  public  has 
awakened  to  the  fact  that  the  child  is  being  deprived  of  one  of  the 
most  potent  educational  influences,  and  efforts  have  already  been 
made  to  restore  the  educational  factor  that  was  in  daneer  of  beino- 
lost.  This  is  the  significance  of  the  educational  movement  at  the 
present  time. 

As  long  as  a  simple  organization  of  society  prevailed,  the  school 
was  not  called  upon  to  take  up  the  practical  work ;  but  now  society 
has  become  so  complex  that  the  use  of  practical  activity  is  abso- 
lutely essential.  Society  to-day  makes  a  greater  demand  than  ever 
before  upon  each  and  all  of  its  members  for  special  skill  and  knowl- 
edge, as  well  as  for  breadth  of  view.  These  demands  can  be  met 
only  by  such  an  improvement  in  educational  facilities  as  corres- 
ponds to  the  increase  in  the  social  demand.  Evidently  the  school 
must  lay  hold  of  all  of  the  educational  forces  within  its  reach. 

In  the  transitional  movement  it  is  not  strange  that  new  factors 
are  being  introduced  without  relation  to  the  educational  process 
as  a  whole.  The  isolation  of  manual  training,  sewing,  and  cooking 
from  the  physical,  natural,  and  social  sciences  is  justifiable  only 
on  the  ground  that  the  means  of  establishing  more  organic  rela- 
tions are  not  yet  available.  To  continue  such  isolated  activities 
after  a  way  is  found  of  harnessing  them  to  the  educational  work 
is  as  foolish  as  to  allow  steam  to  expend  itself  in  moving  a  loco- 
motive up  and  down  the  tracks  without  regard  to  the  destiny  of 
the  detached  train. 

This  series  is  an  attempt  to  facilitate  the  transitional  movement 
in  education  which  is  now  taking  place  by  presenting  educative 
materials  in  a  form  sufficiently  flexible  to  be  readily  adapted  to  the 
needs  of  the  school  that  has  not  yet  been  equipped  for  manual 
training,  as  well  as  to  the  needs  of  the  one  that  has  long  recognized 
practical  activity  as  an  essential  factor  in  its  work.  Since  the 
experience  of  the  race  in  industrial  and  social  processes  embodies, 


10  Preface 

better  than  any  other  experiences  of  mankind,  those  things  which 
at  the  same  time  appeal  to  the  whole  nature  of  the  child  and  fur- 
nish him  the  means  of  interpreting-  the  complex  processes  about 
him,  this  experience  has  been  made  the  groundwork  of  the  pres- 
ent series. 

In  order  to  gain  cumulative  results  of  value  in  explaining  our 
own  institutions,  the  materials  used  have  been  selected  from  the 
life  of  Aryan  peoples.  That  we  are  not  yet  in  possession  of  all 
the  faets  regarding  the  life  of  the  early  Aryans  is  not  considered 
a  sufficient  reason  for  withholding  from  the  child  those  facts  that 
we  have  when  they  can  be  adapted  to  his  use.  Information 
regarding  the  early  .stages  of  Aryan  life  is  meager.  Enough  has 
been  established,  however,  to  enable  us  to  mark  out  the  main  lines 
of  progress  through  the  hunting,  the  fishing,  the  pastoral,  and  the 
agricultural  stages,  as  well  as  to  present  the  chief  problems  that 
confronted  man  in  taking  the  first  steps  in  the  use  of  metals,  and 
in  the  establishment  of  trade.  Upon  these  lines,  marked  out  by 
the  geologist,  the  paleontologist,  the  archaeologist,  and  the  anthro- 
pologist,  the  first  numbers  of  this  series  are  based. 

A  generalized  view  of  the  main  steps  in  the  early  progress  of 
the  race,  which  it  is  thus  possible  to  present,  is  all  that  is  required 
for  educational  ends.  Were  it  possible  to  present  the  subject  in 
detail,  it  would  be  tedious  and  unprofitable  to  all  save  the  specialist. 
To  seleet  from  the  monotony  of  the  ages  that  which  is  most  vital, 
to  so  present  it  as  to  enable  the  child  to  participate  in  the  process 
by  which  the  race  has  advanced,  is  a  work  more  in  keeping  with 
the  spirit  of  the  age.  To  this  end  the  presentation  of  the  subject 
is  made  :  First,  by  means  of  questions,  which  serve  to  develop  the 
habit  of  making  use  of  experience  in  new  situations;  second,  by 
narrative,  which  is  employed  merely  as  a  literary  device  for  ren- 
dering the  subject  more  available  to  the  child;  and  third,  by  sug- 
ions  \<>r  practical  activities  that  may  be  carried  out  in  hours  of 
work  or  play,  in  such  a  way  as  to  direct  into  useful  channels  energy 
which  when  left  undirected  is  apt  to  express  itself  in  trivial  if  not 


Preface  11 

in  anti-social  forms.  No  part  of  a  book  is  more  significant  to  the 
child  than  the  illustrations.  In  preparing  the  illustrations  for  this 
series  as  great  pains  have  been  taken  to  furnish  the  child  with 
ideas  that  will  guide  him  in  his  practical  activities  as  to  illustrate 
the  text  itself. 

Mr.  Howard  V.  Brown,  the  artist  who  executed  the  drawings, 
has  been  aided  in  his  search  for  authentic  originals  by  the  late 
J.  W.  Powell,  director  of  the  United  States  Bureau  of  Ethnology,  Wash- 
ington, D.  C;  by  Frederick  J.  V.  Skiff,  director  of  the  Field  Columbian 
Museum,  Chicago,  and  by  the  author.  Ethnological  collections  and 
the  best  illustrative  works  on  ethnological  subjects  scattered 
throughout  the  countrv  have  been  carefullv  searched  for  material. 

I  wish  to  take  this  opportunity  to  express  my  gratitude  to 
Professor  Dewey  for  the  suggestions  he  has  given  me  with  refer- 
ence to  this  series,  and  to  acknowledge  that  without  the  inspiration 
that  has  come  through  his  teaching  I  should  probably  never  have 
undertaken  a  work  of  this  kind.  To  Dr.  W.  I.  Thomas,  professor  of 
sociology  and  anthropology  in  the  University  of  Chicago,  I  am  indebted 
for  suggestions  upon  anthropological  phases  of  many  of  the  sub- 
jects presented.  To  Dr.  S.  W.  Williston,  professor  of  paleontology 
in  the  University  of  Chicago,  I  am  indebted  for  a  careful  examina- 
tion of  the  book  from  the  standpoint  of  the  paleontologist. 
Among  the  many  friends  who  have  given  me  help  and  inspira- 
tion, I  would  mention  especially,  Professor  Ella  Flagg  Young, 
of  the  University  of  Chicago;  Superintendent  F.  A.  Manny,  of  the 
Ethical  Culture  Schools,  New  York  City;  Mrs.  Charlotte  W.  Williams, 
of  Chicago;  my  sister,  Miss  Elspa  M.  Dopp,  of  the  State  Normal 
School  St.  Cloud,  Minn.;  and  Mr.  W.  W.  Charters,  of  the  University 
of  Chicago.  To  the  late  Director  J.  W.  Powell,  of  the  United  States 
Bureau  of  Ethnology,  and  to  Director  Frederick  J.  V.  Skiff,  of  the 
Field  Columbian  Museum,  Chicago,  I  am  under  obligations  for  cour- 
tesies extended  which  have  enabled  me  to  gain  access  to  illus- 
trative materials.  K.  E.  D. 

August  i,  1CJ04. 


PAGE 

?dzcation  .     .     .     .     , 7 

'eface       .  , 8 

intents     .          12 

lustrations  .     .          13 


THE  TREE-DWELLERS 

THE  AGE   OF  FEAR 


Story  of  Long  Ago 

Larptooth 

le  Wooded  Hills        .     . 

larptooth's  Excursions 

larptooth  and  Her  Baby 

le  First  Weaver  .     .     . 

hat    Happened   "When    the    Wild 

Cattle  Went  to  the  River     .     . 
3\v  Sharptooth  Spent  the  Xight 
larptooth  Goes  to  the  River 
hat  the  Wild  Hogs  Did  for  Sharp 

tooth 

o\x  the  Wild  Hogs  Protected  their 

Young    

aw  the  Tree-dwellers  Taught  their 

Children 

one  on  the  Wooded  Hills 
aw  Bodo  Found  Wild  Honey 
)do  Follows  the  Wild  Horses 
ncestors  of  Our  Mammals 
le  Storv  of  the  Wild  Horse  . 


PAGE 

15 
17 

20 

23 

23 


JO 

33 

45 


53 
56 
59 
6i 
66 
69 


PAGE 


How  Bodo  Learned  to  Make  Tools 
and  Weapons 

Bodo's  Hammer  and  Knife     .     .     . 

What  Bodo  and  One-Ear  Found  in 
the  Alders 

How  the  Hyenas  Hunted  .... 

Frightened  by  Fire 

How  People  Got  their  First  Homes 

How  t  he  Tree-dwellers  Formed  a  Clan 

How  the  Women  Made  a  Shelter     . 

How  Sharptooth  Made  a  Basket 

How  Bodo  LTsed  Fire 

How  Bodo  Saved  One- Ear's  Life     . 

How  People  Learned  to  Hunt  Large 
Animals 

Why  People  Began  to  Wear  Orna- 
ments  

The  Coming  of  the  Musk  Sheep  .     . 

The  Woolly  Rhinoceros       .... 

How  We  Have  Learned  About  the 
Tree-dwellers 


iggestions  to  Teachers      .     .     . 

a.  Method 

b.  Typical  Modes  of  Activity 

c .  Supplementary  Facts    .     . 


Si 
£5 
89 
93 
99 

102 

106 

112 

n6 
119 


125 

128 

130 
132 

134 
136 
142 


Animal  Life J42 

Special  Suggestions 147 

[12] 


n  rr  n 


r?  /^? 


o  w 


0 


FULL  PAGE 

A  viap  of  the  Tree-duellers  country Frontispiece 

"Many  wild beasts  lived then"       14 

" Sharptooth  was  afraid of 'wild animals" 19 

"  She  made  a  safe  place  for  the  baby  to  sleep" .  32 

"There  were  a  great  many  wild cattle  when  the  Tree-dwellers  lived"    ....  34 

Theupper  part  of  the  river  valley       .     .     . 39 

"Hippopotamuses  were  snorting  and  blowing"     .     .     . 41 

"Bodo  watched  them  wade  through  the  shallow  water" 62 

" Sometimes  Bo  do  threw  stones" •     •     •     •     •  73 

"They  crept  up  softly  and  peeped  into  the  alders" 83 

"  Bodo  stood  and  watched  it  a  ?no7)ient" 91 

"They  lived  by  the  fire  at  the  foot  of  a  tree" 97 

"They  talked  about  the  wild  animals  they  had  seen" 100 

" So  the  women  now  tried  to  weave  a  shelter"      .     .     .     .     .     .    .     .     .     •     •     •  105 

"  Thev  saw  Bodo  rush  up  to  the  cave-bear  and  wave  a  torch  in  his  face  "     .     .     .  117 


TEXT 


PAGE 

5 
21 


Tiger  s  head—vignette  on  title  page 

A  Tree-dweller 

The  wooded  hills 

Acorns  and  wild  roots 

Sharptooth  in  the  tree  branches    .     . 
Sharptooth  watching  the  wild  cattle 

A  lion 

Sharptooth  gathering  berries  .     .     . 

Wild  cattle 

A  hyena 43 

Sharptooth' s    baby  s    cradle    in    the 

tree 44 

Cave  wolves 45 

A  wild  hog 48 

Wild  pigs 5i 

Bodo  catches  a  pig 55 

56 
58 
59 
60 
63 

[ 


A  bear 

A  boy  in  a  tree  hunting  eggs  .  , 
Bodo  with  the  bird's  eggs  .  .  . 
Bodo  running  away  fro?ti  the  bees 
A  herd  of  mammoths 


A  bison 64 


A  reptile  and  a  wild  horse      .     - 

A  wild  horse 

The  stick  Bodo  used  ..... 

Bodo  cracks  nuts 

A  chipped  pebble 

An  antler      .  

A  big-nosed  rhinoceros   .... 

The  fight  on  the  cliff 00 

Basket-weaving  showing  four  stages 

of  construction  .     .      10S,  109,  no,  n  1 

Sabre-tooth 

Bodo  builds  afire 

Bodo's  club 

Bodo  catches  a  squirrel  .... 

A  leader 

A  necklace  of  claws 

How  they  wore  the  necklace    .     . 

Musk  sheep 

A  Tree-dweller 131 

A  lion 158 

3] 


112 
113 

114 
115 
120 
122 

123 
125 


'Many  wild  beasts  lived  then 


THE    TREE-DWELLERS 

THE  AGE    OF  FEAR 


I. 


A  Story  of  Long  Ago 

rhis  is  a  story  of  long  ago. 
t  will  tell  you  of  the  first  people  we  know 

anything  about. 
[t  will   tell  you   how  they  lived  before  they 

had  fire, 
it  will  tell  you  how  they  worked  before  they 

had  tools. 
Many  wild  beasts  lived  then, 
rhev  were  fierce  and  strong. 
\11  the  people  feared  them, 
rhe  cave-bear  could  strike  with  his  big  paw>. 

rhe  tiger  could  tear  with  his  sharp  teeth. 

[15] 


16  The  Tree-dwellers 

The  rhinoceros  could  trample  one  under  his 
feet. 

Each  animal  knew  how  to  do  one  thing  well. 

But  the  people  could  do  a  great  many  things. 

They  could  remember,  too,  what  had  hap- 
pened before. 

They  learned  to  profit  by  their  mistakes. 

You  will  learn  how  they  became  brave  and 
strong. 

You  will   learn   how  they  used   their  bodies 

and  minds. 
They  began  the  work  we  are  doing  to-day. 
They  took  the  first  steps. 
People  who  lived  after  them  were  able  to  do 

a  little  more. 
The  next  people  could  do  still  more. 
Many  people  have  lived  and  worked   since 

then. 
The  work  they  have  done  helps  us  to-day. 
We  have  something  to  do,  too. 
We  can  do  our  part  better  if  we  know  wrhat 

others  have  done. 


Sharptooth  17 

We  can  do  it  better  if  we  learn  to  use  our 

hands. 
We  can  do  it  better  if  we  learn  to  use  our 

minds. 
That  is  why  we  have  this  little  book. 


II 


THINGS  TO  THINK  ABOUT 

What  do  yon  need  in  order 

to  live  ? 
What  do  you  think  that  the 

Tree-dwellers  needed? 

Sharptooth 

Sharptooth  was  a  Tree- 
dweller. 

She  lived  a  long,  long 
time  ago. 

She  did  not  have  any 
home. 

Nobody  had  a  home  then. 

People  wandered  from  place  to  place. 


A  Tree-dweller  chasing  a 
young  rabbit 


18  The  Tree-dwellers 

They  had  no  shelter  except  the  trees. 

Each  night  Sharptooth  slept  in  the  branches. 

Each  day  she  hunted  for  something  to  eat. 

Sometimes  she  was  very  hungry. 

She  had  hard  work  to  find  enough  food. 

She  could  not  go  to  a  store  to  buy  it. 

There  were  no  stores  then. 

She  could  not  buy  food  of  a  farmer. 

There  were  no  farmers  then. 

All  the  plants  were  growing  wild. 

All  the  animals  were  wild,  too. 

Sharptooth  was  afraid  of  them. 

That  is  why  she  climbed  the  trees. 

THINGS  TO   DO 

Go  out  where  everything  is  growing  wild  and  find  a 
place  where  the   Tree-dwellers  might  have  lived. 

Find  as  many  wild  foods  as  you  can. 

Notice  what  places  have  the  best  wild  foods. 

Find  a  place  where  the  Tree-dwellers  might  have  pro- 
tected themselves  from  the  wild  beasts. 

Find  a  picture  of  Sharptooth  running  away  from  a 
wild  animal. 

Tell  a  story  about  this  picture. 


20  The  Tree-dwellers 


in. 


THINGS   TO   THINK  ABOUT 


Did  you  find  a  place  where  the  Tree-dwellers  might 
have  lived? 

What  kind  of  a  place  was  it  ? 

Did  you  find  any  wild  foods  where  the  ground  was  cov- 
ered with  grass? 

Do  you  think  they  could  live  on  a  grassy7  plain  ? 

Did  yxou  find  any  wild  foods  where  the  trees  were  thick? 

Do  yrou  think  they  could  live  in  a  dense  forest  ? 

Where  did  yrou  find  the  best  wild  foods  ? 

Could  the  sun  get  down  to  places  where  you  found  wild 
roots  ? 

Do  vegetables  grow  better  in  the  shade  or  in  the  sun- 
light ? 

Are  there  as  many  wild  foods  here  now  as  there  used 
to  be  ?     Why  not  ? 

Do  yTou  think  y^ou  could  live  on  such  foods  as  the  Tree- 
dwellers  ate  ? 

Can  yrou  think  of  a  name  for  the  place  where  the  Tree- 
dwellers  lived  ? 

The  Wooded  Hills 

The  Tree-dwellers  needed  a  place  where  they 

could  be  safe  from  the  wild  animals. 
So  they  lived  among  the  tall  trees. 


The  Wooded  Hills 


21 


rhey  needed  to  be  near  fresh  water. 
So  they  lived  by  trees  along  the  river, 
rhey  needed  to  be  where   they  could  find 
roots  and  berries. 


' '  The  wooded  hills 

Down  in  the  river  valley  most  ol  the  forests 

were  dense. 
The   sun  could  not  shine  through  the  thick 

leaves  of  the  trees. 
There  was  not  enough  sunlight  to  make  the 

roots  and  berries  grow. 
There  were  not  many  nuts  and  acorns  on  the 

trees. 
5o  the  Tree-dwellers  could  not  live  there. 


22 


The  Tree-dwellers 


Out  on  the  grassy  plains 

there  were  no  trees. 

The  Tree-dwellers  could 

not  live  there. 
Near   the   head   of  the 
river  valley  there  were 
hills  and  uplands. 
The  forests  there  were   not  so 
dense. 

The  sun  could  shine  through  the 

open  spaces. 
Many  roots  and  berries  grew  there. 
On  the  wooded  hills  near  the  head 

of  the  valley  was  a  good  place 

for  the  Tree-dwellers  to  live. 
They  could  be  safe  in  the  tall  trees. 
They  could  get  fresh  water  from 

the  river. 
They  could  find  nuts  and  acorns 

on  the  trees. 
They  could  find  roots  and  berries 

in  the  open  spaces.  ™T£? 


Sharptooth's  Excursions  23 

THINGS   TO   DO 

Model  in  sand  the  hills  and  uplands  near  the  head  of  a 

river  valley. 
Show  where  the  trees  grow. 

}  \li  ere  won  Id  you  look  for  the  roots  and  berries  ? 
J  f  li  e re  wo  u  Id  th  e  ca  ttle  fin  d  grass  ? 
What  else  would  the  cattle  need? 
Where  would  they  find  it? 


IV. 

THINGS   TO   THINK  ABOUT 

Do  you  think  Sharptooth  had  ever  been  away  from  the 
wooded  hills  near  the  head  of  the  river  valley  ? 

If  she  had  gone  into  the  dense  forests,  do  you  think  she 
would  have  stayed  there  ? 

Would  it  have  been  safe  for  her  to  walk  on  the  ground  ? 

What  way  would  have  been  safe  at  that  time? 

Do  you  think  Sharptooth  would  dare  to  go  out  on  the 
grassy  plains  ? 

Why  did  she  like  the  wooded  hills  best? 

Sharptooth 's  Excursions 

Sharptooth  knew  every  spot  on  the  wooded 

hills. 
But  she  seldom  went  to  a  strange  place. 


24 


The  Tree-dwellers 


"She  walked  out  upon  a  strong  spreading  branch'' 

One  day,  though,  she  took  a  long  journey. 

This  is  the  way  that  it  came  about. 

She   found   plenty  of  roots   and   ripe   blue 

berries. 
She  ate  until  she  was  satisfied. 
Then  she  began  to  play  among  the  trees. 
She  walked    out    upon    a    strong    spreading 

branch. 


Sharptooth's  Excursions  25 

rhen  she  grasped  a  tough  branch  just  over 

her  head. 
She  swung  herself  into  a  neighboring  tree. 
Ihen  she  walked  out  on  another  branch. 
She  swung  herself  into  another  tree. 
She  traveled  in  this  way  for  a  long  time. 
At  last  she  came  to  a  dense  forest. 
How  dark  and  damp  it  seemed! 
How  still  it  was! 
She  stopped  her  play. 
She  be^an  to  feel  tired  and  hungrv;    so  she 

rested  a  while,  and  then  searched  for  food. 
She  found  few  signs  of  roots  or  berries. 
There  were  many  trees,  but  nuts  were  scarce. 
So  she  ate  the  bark  from  the  tender  twigs. 
But  she  was  not  satisfied. 
She  missed  the  roots  and  berries. 
She  missed  the  bright  sunshine. 
She  missed  familiar  sights  and  sounds. 
So  she  soon  went  back  to  the  wooded  hills. 
Another  day  Sharptooth  went  to  the  edge  of 

a  grassy  plain. 


26 


The  Tree-dwellers 


There  were  many  wild  animals  feeding  there. 
She  hid  in  the  tall  green  grass  and  watched 
the  wild  cattle  from  her  hiding-place. 


" Sfiarptooth  hid  in  the  tall  green  grass" 

She  saw  mammoths  eating  the  tender  grass. 
There  were  smaller  animals  not  far  away. 
A  lion  was  creeping  up  through  the  grass. 
Sharptooth  saw  him  pounce  upon  the  beasts. 


Sharptooth's  Excursions  27 

The  frightened  creatures  ran  for  their  lives. 
Sharptooth  wished  that  she  had  not  ventured 

so  far. 
She  watched  for  a  chance  to  get  away. 
As  soon  as  she  dared  she  crept  to  the  trees. 
Then  she  hurried  back  to  the  wooded  hills. 
She  never  forgot  what  she  saw  that  day. 


$     «  9 


A  lion 
THINGS  TO  DO 

Think  of  Sharptooth  as  she  was  playing  among  the 

trees.     Draw  the  picture. 
Think  of  what  she  saw  when  she  was  hiding  in  the  tall 

gra ss.     Draw  the  pic tu re. 
Show  on  your  sand  map  where  the  dense  forest  was. 
Show  where  the  grassy  plain  was. 
Cut  a  lion  and  a  mammoth  from  paper. 


28  The  Tree-dwellers 

v. 

THINGS   TO   THINK  ABOUT 

Can  you  think  why  the  Tree-dwellers  did  not  live  in 

families  as  we  do  ? 
Why  did  each  one  have  to  take  care  of  himself? 
Who  took  care  of  the  babies  then  ? 
Do  you  know  whether  the  baby  Tree-dwellers  could  do 

anything  for  themselves  ? 

Sharfttooth  and  Her  Baby 

We  have  learned  that  the  Tree-dwellers  had 

no  homes. 
All    the   Tree-dwellers   had   a   hard   time   to 

live,  for  they  had  not  yet  learned  to  help 

one  another. 
It  took  many  long  years  to  learn  to  do  that. 
But  mothers  have  always  taken  care  of  their 

babies. 
Sharptooth's  mother  had  once  taken  care  of 

her. 
But  Sharptooth  soon  learned  to  take  care  of 

herself. 


Sharptooth  and  Her  Baby  29 

Then   she  began   to  live  as  the  other  Tree- 
dwellers  lived. 
She  lived  by  herself  the  greater  part  of  the 

time. 
She  grew  to  be  a  strong  young  woman. 
Then  a  baby  came  to  live  with  her. 
How  proud  she  was  of  the  little  boy! 
\\  herever  she  went  she  took  him  with  her, 

for  there  was  nothing  else  for  her  to  do. 
There  was  no  place  where  she  dared  to  leave 

him,  so  the  mother  and  baby  were  never 

apart. 
Sometimes  the  baby  clung-  to  her  waist. 
Baby  Tree-dwellers   knew  how  to  hold  fast. 
Sometimes    Sharptooth    tied    a  vine    around 

her  waist. 
Then  the  baby  clung  to  the  vine. 
Sometimes  he  sat  on  her  shoulder  and  clung 

to  her  head  or  neck. 
Sometimes  he  rode  upon  her  back. 
Sharptooth  helped  him  all  that  she  could,  but 

she  needed  her  hands  for  other  wrork. 


30 


The  Tree-dwellers 


■jn 


THINGS   TO    DO 

Show   how  your  ma  nun  a 
carries   your    baby 
brother  or  sister. 
Show  how  Sharptooth  car- 
ried her  baby. 
Which  of  the  babies  do  you  think  has  the  better  care? 
How  do  you  help  to  take  care  of  the  baby  ? 
Draw  a  picture  of  a  mother  and  baby. 


Sharptooth  gathering  berries 


VI 


THINGS   TO   THINK  ABOUT 

How  many  kinds  of  cradles  have  you  seen  ? 

What  kind  of  a  cradle  .does  your  baby  brother  or  sister 

have  ? 
What  kind  of  a  cradle  do  you  think  Sharptooth' s  baby 

had? 
What  kind  of  a  lullaby  would  Sharptooth  sing? 
What  lullaby  can  you  sing  ? 


The  First  Weaver  31 

The  First  Weaver 

Sharptooth  had  climbed  most  of  the  trees  on 

the  wooded  hills. 
She  had  slept  in  many  of  them. 
But  she  liked  the  old  oak  near  the  trail  the 

best  of  all. 
Its  strong  spreading  branches  were  covered 

with  vines. 
Here  was  a  place  to  lay  the  baby. 
While  he  slept  among  the  vines,  she  gathered 

wild  foods. 
But  she  never  went  far  away,  and  she  never 

stayed  away  long. 
There  were   panthers  and  wild   cats  on   the 

hills. 
Sharptooth  knew  that  they  could  climb  the 

trees. 
Many  a  time  they  had  nearly  caught  her. 
She  was  afraid  that  they  would  get  the  baby 
So   she    always    stayed    near    him   while   he 

slept. 


3 


'Ske  made  a  safe  place  for  the  baby  0  sleep' 


The  First  Weaver  33 

When  she  staved  in  a  tree  that  had  no  vines, 

there  was  no  place  to  lay  the  baby. 
So  she  wove  the  slender  branches  together. 
She  made  a  safe  place  for  the  baby  to  sleep. 
She  lulled  him  to  sleep  as  he  lav  in  her  arms. 
Then  she  gently  laid  him  upon  his  bed. 
She  watched  him  a  moment  as  he  slept. 
A  moment  more  and  she,  too,  was  asleep. 

THINGS   TO    DO 

Think  of  Sharptooth  as  she  was  laying  the  baby  down 

among  the  vine-covered  branches.     Draw  the  picture. 
Find  some  vines  or  bra?iches  and  make  a  cradle. 


VII. 

THINGS   TO   THINK  ABOUT 

There  were  a  great  many  wild  cattle  when  the  Tree- 
dwellers  lived. 

They  were  not  so  gentle  as  our  cattle. 

They  had  wide-spreading  horns. 

The  tierce  flesh-eating  animals  were  always  lying  in 
wait  for  them. 

How  could  the  wild  cattle  protect  themselves  from 
their  enemies  ? 


"There  were  a  great  many  wild  cattle  when  the  Tree-dwellers  lived' 


When  the  Wild  Cattle  Went  to  the  River  35 

Where  would  they  stay  during  the  day  ? 

Where  would  they  go  at  night  ? 

Why  did  they  stay  in  herds  ? 

Where  could  they  rind  water  ? 

What  kind  of  banks  does  a  river  have  at  the  drinking- 

places? 
Do  you  think  the  cattle  would  make  paths  to  the  drink- 

ing-places  ?     How  ? 

What  Happened  J  J  lieu  the  Wild  Cattle 
Went  to  the  River 

The  sun  was  just  setting. 

Sharptooth  was  getting  ready  for  the  night. 

She  was  in  the  old  oak  tree. 

The  baby  had  gone  to  sleep. 

As  she  put  him  down  upon  his  bed  she  heard 

the  mooing  of  the  wild  cattle. 
She  looked  out  upon  the  hills. 
The   wild   cattle  were  coming;  down   to  the 

river  to  drink. 
She  watched  the  lono-  line  winding  down  the 

trail. 
Other  creatures  were  watching,  too. 
Wild  animals  were  coming  out  of  their  dens. 


36 


The  Tree-dwellers 


A  big  bear  passed  close  to  Sharptooth's  tree. 
He  had  heard  the  mooing  of  the  wild  cattle. 
Wolves  were  prowling  about. 
They,  too,  were  watching  the  herd. 


' '  They  drank  from  the  flowing  stream  ' ' 

The  cattle  reached  the  river. 

They  waded  out. 

They  drank  from  the  flowing  stream. 

They  stood  knee  deep  in  the  cool  water. 

At  last  the  leader  turned  to  £o. 

The  others  followed  one  by  one. 


When  the  Wild  Cattle  Went  to  the  River  37 

But  some  of  the  weaker  ones  lingered  behind. 
They  seemed  tired. 

A  bio-  wolf  watched  them  from  a  thicket. 
At  length  the  cattle  came  out  of  the  stream. 
They  walked  slowly  along  the  bank. 
They  passed  close  to  the  thicket. 
The  wolf  sprang  out  from  his   hiding-place. 
He  seized  the  smallest  creature. 
The  others  dashed   off  through    the    under- 
brush. 
They  were  too  frightened  to  keep  the  path 
They  lost  their  way. 
Wolves  and  bears  were  lying  in  wait. 
They  fell  upon  the  frightened  cattle. 
The  herd  was  too  far  away  to  help. 
So  the  poor  creatures  lost  their  lives. 
But  the  wolyes  and  bears  had  a  feast. 

THINGS  TO   DO 

Model  the  zuooded  hills  where  the  cattle  fed  by  day. 

Model  the  grassy  uplands  where  they  fed  by  night 

Show  the  trail  that  the  cattle  made. 

Make  the  banks  at  the  drinking-place. 

Make  the  thickets  and  show  where  the  wolf  hid. 


38  The  Tree-dwellers 

VIII. 

THINGS  TO   THINK  ABOUT 

Why  did  the  wild  cattle  feed  on  the  grassy  uplands  at 

night  instead  of  during  the  day? 
Where  did  the}T  spend  the  day? 
When  do  the  flesh-eating  animals  sleep? 
When  do  the}T  hunt? 
Can  they  live  without  flesh  to  eat  ? 
Do  3^ou  know  whether  the}T  kill  more  than  they  need 

to  eat  ? 


How  Sharptooth  Spent  the  Night 

It  was  now  almost  dark. 

The  wild  cattle  had  reached  the  grassy  up- 
land. 

Thev  were  feeding  on  the  fresh  erass. 

Sharptooth  had  watched  them  out  of  sight, 
and  now  she  was  getting  sleepy. 

She  could  see  nothing  but  dim  shadows,  but 
she  could  hear  all  sorts  of  sounds. 

Wild  animals  were  coming  out  of  their  dens. 

Most  of  them  had  slept  during  the  day,  but 
now  they  were  wide  awake. 


^ 


The  upper  part  of  the  river  v 


40  The  Tree-dwellers 

Hippopotamuses  were  snorting  and  blowing*. 

They  were  splashing  in  the  water. 

They  were  crashing  through  the  underbrush 

along  the  banks. 
Straight-tusked    elephants    were    trumpeting 

and  bellowing. 
Lions  were  roaring. 
The  hunted  animals  were  seeking  a  place  of 

refuge. 
Sharptooth   was   used    to  these    sights    and 

sounds. 
She  felt  safe  in  the  old  oak  tree. 
She  tied  herself  to  a  strong  branch  and  soon 

was  fast  asleep. 
She  slept  all  through  the  long  night. 
Many  of  the  wild  beasts,  too,  were  soon  asleep. 
Some  of  the  hunted  creatures  found  places  of 

refuge. 
Some  beasts  of  prey  were  soon  satisfied. 
Then  they  stole  back  to  their  dens  and  slept. 
But  all  of  the  wild  animals  did  not  fare  so 

well. 


1  Hippopotamuses  were  snorting  and  blowing 


42  The  Tree-dwellers 

Not  all  of  the  hunted  creatures  found  places 

of  refuge. 
Not  all  of  the  beasts  of  prey  found  food. 
Some  beasts  of  prey  hunted  all  through  the 

nio-ht  and  were  still  hungry  when  morning 


came. 


THINGS   TO    DO 


Cut  a  hippopotamus  or  a  straight- tusked  elephant  from 

paper. 
Tell  how  little  boys  and  girls  that  you  know  are  taken 

care  of  at  nigh  t. 
Tell  how  the  Tree-dwellers  took  care  of  their  children. 


IX. 


THINGS   TO   THINK  ABOUT 

At  the  drinking-place  the  river  banks  were  low. 

In  many  other  places  they  were  high  and  steep. 

In  some  places  there  was  a  solid  wall  of  rock. 

In  others  the  rocks  were  broken  and  worn. 

In  some  places  there  were  deep  holes  in  the  rocks. 

We  call  these  holes  caves. 

They  were  made  long  ago. 

Can  you  think  how  they  were  made? 

Can  you  think  what  the  caves  were  used  for  ? 


Sharptooth  Goes  to  the  River 


43 


Sharptooth  Goes  to  the  River 

Before  sunrise  the  next  morning  Sharptooth 

awoke. 
She  opened  her  eyes  and  looked  out  upon  the 

hills. 


Mi'. 

"Hyenas  were  stealing  down  to  their  caves" 

She  heard  animals  moving  about. 

A  large  cave-bear  was  passing  by  toward  his 

cave. 
Hyenas,   too,   were   stealing  down    to   their 

caves. 
Many  flesh-eating  animals  were  slinking  away 

to  their  dens. 
They  were  tired  with  their  nights  work. 


44 


The  Tree-dwellers 


Most  of  them  had  eaten  until  they  were  sat- 
isfied, and  now  they  were  ready  to  sleep 
through  the  day. 

The  wild  cattle  were  coming  back  to  the  hills. 

The  baby  awoke. 

Sharptooth  played  with  him  a  moment. 

Then  she  put  him  under  her  arm  and  slipped 
down  the  tree. 

She  started  down  toward  the  river,  but  she 
did  not  go  by  the  trail. 


'Sharptooth  played  with  him  a  moment' 


Sharptooth  Goes  to  the  River 


45 


"The  animals  were  ready  to  sleep  through  the  day" 

It  was  safer  to  walk  in   the  shadow  of  the 

tall  trees. 
Once  she  suddenly  grasped  a  branch  of  a  tree 

and  swung  herself  up  and  looked  about. 


46  The  Tree-dwellers 

She  had  heard  a  rustling  in  the  underbrush. 
Lone  aeo  she  had  learned  what  such  sounds 

meant. 
So    she    swung    on    the    branches    until    she 

reached  the  river. 
She  listened  a  moment  in  the  tree. 
Then  she  slipped  down  and  ran  to  the  water's 

edge. 
She  dipped  up  the  water  with  her  hand. 
She  drank  some,  and  then  gave  some  to  the 

baby. 
He  was  so  pleased  that  he  laughed  aloud. 
As  quick  as  a  flash,  Sharptooth   sprang  for 

the  tree. 
She  was  afraid  the  hyenas  were  in  the  thickets. 
She   was   afraid   they  had    heard   the   baby 

laugh. 
She  talked  to  the  baby  in  a  strange  language. 
She  made  queer  clucking  sounds. 
After  that   he  was  always  quiet  when  they 

went  to  the  river. 
He  must  have  understood  what  she  said. 


What  the  Wild  Hogs  Did  for  Sharptooth  47 

THINGS   TO   DO 

/ there  is  a  cave  near  where  you  live,  visit  it. 

Model  in  sand  some  high  river  banks  with  caves. 

>how  where  Sharptooth  went  to  drink,  and  where  the 

hyenas  were  hiding. 
■>how  how  she  gave  water  to  the  baby. 

\how  how  she  sprang  for  the  tree  when  the  baby  laughed. 
Draw  a  picture  of  Sharptooth  and  the  baby. 
4sk  some  one  to  read  you  the  first  story  i?i  Kipling's 

Second  Jungle  Book. 


x 


THINGS   TO   THINK  ABOUT 

Vhere  do  hogs  live  to-day?  How  are  they  taken  care  of? 

low  do  you  think  the  wild  hogs  found  food  ? 

)o  you  think  the  Tree-dwellers  could  learn  anything 

by  watching  the  wild  hogs? 
Vhat  have  you  learned  from  animals  ? 

Vhat  the  Urild  Hogs  Did  for  Sharptooth 

rhe  sun  had  now  been  up  for  some  time. 
Sharptooth  was  getting  hungry. 
>he  picked  a  handful  of  wild  plums  from  the 
thicket,  but  she  wanted  something  more. 


48  The  Tree-dwellers 

She  kept  on  down  the  hill. 

The  wild  hogs  were  rooting  under  the  oak 

trees. 
She  wondered  what  they  found  there,  so  she 

stepped  near  enough  to  see. 


~^. 


A  wild  hog 

They  were  eating  something  round  and  black. 

She  watched  them  for  a  long  time. 

As  soon  as  they  started  off  toward  the  marsh, 

Sharptooth  ran  down  to  the  trees. 
She  saw  the  loose  earth  that  the  hogs  had 

rooted  up. 

Then    she   began   to   dig   where   it   had    not 
been  loosened. 


What  the  Wild  Hogs  Did  for  Sharptooth  49 

She  had  nothing  to  dig  with  except  her  hands, 

but  she  was  not  afraid  to  dig  with  them. 
She  soon  felt  something  that  was  round  and 

hard. 
She  dug  it  up  and  looked  at  it. 
It  was  a  truffle. 

It  was  black  and  warty  on  the  outside. 
She  bit  off  a  piece. 
It  was  white  inside. 
She  tasted  it  and  found  that  it  was  good,  so 

she  dug  another  and  ate  it. 
She  wondered  how  the  wild  hogs  knew  that 

the  truffles  were  there. 
Perhaps  you  can  tell. 
Perhaps  you  have  heard  stories  of  how  hogs 

dig  truffles  in  France  to-day. 

THINGS   TO    DO 

Collect  five  or  six  vegetables  or  fruits. 

Blindfold  some  one  and  let  him  smell  of  one  of  the  vege- 
tables and  guess  what  it  is. 

When  he  guesses  right,  blindfold  some  one  else. 

When  yon  have  a  chance,  dig  a  root  with  your  hands, 
then  dig  one  with  a  sharp  stick. 

Which  way  is  the  easier  ? 


50  The  Tree-dwellers 

XI. 


THINGS   TO   THINK  ABOUT 


Can  you  think  how  the  wild  hogs  protected  themselves  I 
Do  hogs  have  tusks  now  ? 

Can  you  think  why  the  wild  hogs  were  not  as  fat  as  oui 
hogs? 

How  tJie  Wild  Hogs  Protected  their  Young 

Sharptooth  watched  the  wild  hogs  every  day. 

She  learned  many  things  from  them. 

They  were  peaceable  creatures  when  not  dis- 
turbed. 

They  lived  on  fruits,  wild  nuts,  and  roots. 

When  they  had  eaten  all  they  wanted,  they 
went  down  to  the  river  or  lake. 

They  hid  in  the  reedy  marshes. 

They  hid  in  the  thorny  thickets. 

But  they  always  kept  together. 

Sharptooth  watched  them  from  a  tree. 

There  were  tiny  little  pigs  with  long,  light 
stripes. 

They  kept  close  to  their  mothers. 


How  the  Wild  Hogs  Protected  their  Young  51 

There  were  larger   pigs  that  had    lost  their 
stripes. 

They,  too,  stayed  with  their  mothers. 
There   were  wild   boars   about   three   years 
old. 


' '  There  were  larger  pigs  that  had  lost  their  stripes 

They  did  not  go  far  from  their  mothers. 
They  were  not  strong  enough  yet  to  protect 

themselves. 
There  were  many  full-grown  hogs. 
There  were  fierce  boars  with  long  tusks. 
Sharptooth  watched  them  eating  acorns. 
A  pack  of  hyenas  was  watching,  too. 
They  were  hiding  in  the  underbrush. 
They  were    lying    in   wait   for   the    smaller 

pigs. 
But  the  old  hogs  scented  danger. 
They  gathered  the  little  pigs  together. 


52  The  Tree-dwellers 

The  stronger  ones  stood   in  a  circle  around 

them. 
Their  white  tusks  glistened  in  the  sunlight. 
They  were  ready  to  fight  for  their  young. 
The  hyenas  were  afraid. 
They  sneaked  away  in  the  underbrush. 
The  little  pigs  were  safe. 

THINGS   TO   DO 

Show  how  the  wild  hogs  protected  the  little  pigs. 
Show  how  the  hyenas  came  up  and  sneaked  away. 
Cut  some  wild  hogs  from  paper. 


XII. 

THINGS   TO   THINK  ABOUT 

Do  you  think  that  the  Tree-dwellers  had  schools  ? 

What  did  their  children  need  to  know? 

How  would  they  teach  them  ? 

Have  you  ever  seen  a  cat  teaching  her  kittens? 

Have  you  ever  tried  to  teach  a  baby  ? 

What  can  you  teach  the  baby  to  do  ? 

What  do  you  need  to  have  done  for  you? 

What  can  you  do  to  help  yourself  ? 

What  can  you  do  to  help  others? 


How  the  Tree-dwellers  Taught  their  Children         53 

How  the  Tree-dwellers  Taught  their  Children 

Sharptooth's  baby  had  grown  to  be  a  large 
bov. 

He  was  now  about  seven  years  old. 

His  mother  called  him  Bodo. 

Bodo  did  not  have  to  wash  his  face. 

He  did  not  have  to  wear  any  clothes. 

He  had  no  clothes  to  wear. 

He  did  not  have  to  go  to  school. 

There  were  no  schools  then. 

But  he  learned  a  great  many  things. 

His  mother  was  his  first  teacher. 

She  taught  him  where  to  find  the  ripe  berries. 

She  taught  him  where  to  dig  for  roots. 

She  taught  him  how  to  catch  birds  and  squir- 
rels. 

She  taught  him  how  to  hide  from  the  wild 
animals. 

She  taught  him  to  keep  so  still  that  he  might 
be  taken  for  a  hump  on  a  log. 

She  taught  him  all  that  she  knew. 


54  The  Tree-dwellers 

Bodo  learned  his  lessons  well. 
He  always  obeyed  his  mother. 
Sometimes  he  saw  other  Tree-dwellers. 
He   had   seen   them   snatch   food   from   his 

mother's  hand. 
He  had  seen  them  help  her,  too. 
But  usually  each  Tree-dweller  took  care  of 

himself. 
Bodo  was  learning  to  take  care  of  himself. 
He  was  beginning  to  feel  that  he  was  almost 

a  man. 
One  day  he  caught  a  pig  without  any  help. 
The  next  day  his  mother  let  him  hunt  all  alone. 
She  knew  now  that  he  could  find  his  own  food. 
After  that  Bodo  always  hunted  alone. 
Sometimes  he  saw  his  mother,   but   she  no 

longer  found  food  for  him. 
She  had  another  baby  to  care  for,  so  Bodo 

knew  that  he  must  take  care  of  himself. 
When   the  Tree-dwellers  lived  nobody  ever 

thought  of  taking  care  of  a  child  who  was 

able  to  find  his  own  food. 


How  the  Tree-dwellers  Taught  their  Children        55 


&H 


'Bodo  caught  a  pig  without  any  help 


THINGS   TO   DO 

Show  how  you  teach  your  baby  brother  or  sister  to  walk. 

Draw  the  picture. 
Show  how  Sharptooth  taught  Bodo. 

Tell  a  story  of  how  Bodo  caught  a  little  mid  p>g  that 
had  wandered  away  from  its  mother. 


56  The  Tree-dwellers 

XIII. 

THINGS   TO   THINK  ABOUT 

What  do  you  think  Bodo  would  do  when  he  left  his 
mother  ? 

Who  would  teach  him  now  ? 

Do  you  think  that  he  could  find  birds'  eggs  ? 

What  do  you  think  he  would  do  with  them  ? 

Do  you  know  any  one  who  has  a  collection  of  birds'  eggs  ? 

What  would  happen  to  the  birds  if  we  all  made  collec- 
tions ? 

How  do  birds  help  us  ? 

How  do  we  help  them  ? 

How  can  we  coax  them  to  live  near  us  ? 


"  The  bear  started  up  and  growled" 

Alone  on  the  Wooded  Hills 

Although  Bodo  was  glad  to  take  care  of  him- 
self, he  often  wished  that  his  mother  were 
near. 

Sometimes  he  called  to  her. 


Alone  on  the  Wooded  Hills  57 

When  she  heard  his  call  she  would  answer 

him. 
Then  he  would  swing  on  the  branches  until 

he  found  her. 
But  sometimes  she  was  too  far  away  to  hear. 
Then  he  listened  in  vain  for  her  answering 

call. 
Sometimes   it  was   hard   work  to  keep  back 

the  tears. 
Once  he  sobbed  so  loud  that  a  sleepy  bear 

heard  him. 
The  bear  started  up  and  began  to  growl. 
Bodo  hid  in  the  branches  of  a  tall  tree. 
He  staved  there  until  the  bear  went  away. 
Then  he  was  very  hungry. 
As  he  started  out  to  find  something  to  eat,  he 

heard  a  rustling  among  the  branches. 
He  listened. 

Bodo  hoped  that  his  mother  was  coming. 
But  it  was  only  a  boy  who  was  hunting  birds 


eg^s. 


Bodo  watched  him  climb  among  the  branches. 


58 


The  Tree-dwellers 


'//  was  only  a  boy  who  was  hunting 
birds    eggs ' ' 


He  watched  him  suck 

the  eggs  that  he 

found. 
How  he  wished  that 

he     might     find 

some  eggs! 
He  began  to  look  for 

some. 
In  a  moment  he  saw 

a  bird's  nest  above 

him. 
He  climbed  up  the 

branch  and  peeped 

into  the  nest. 
There    were    three 

beautiful  eggs. 
His    eyes    danced 

with  joy. 
He  sucked  the  eees. 
Then  he  smacked  his 

lips   and   hunted 

for  more. 


How  Bodo  Found  Wild  Honey 


59 


THINGS   TO   DO 

>how  what  the  bear  did  when  he  heard  Bodo  sobbing. 

Iraw  the  picture  of  the  bear. 

lode  I  a  bird's  nest  in  clay. 

Isk   some   one    to   read  yon    the 

story  of  a    little   baby    who 

lived   with    some   wolves.     It 

is  ill  the  Jungle  Book. 


XIV. 

THINGS   TO   THINK  ABOUT 

)o  you  think  that  Bodo  ever  had 
any  bread  and  sugar  ? 

)id  he  ever  have  any  candy? 

Vhat  could  he  find  that  was 
sweet  ? 

low  do  bees  make  their  honey? 

V here  do  thev  store  it? 


"  There  :<.'ere  three 
beautiful  eggs 


Hozu  Bodo  Found  Wild  Honey 

3odo  never  had  any  candy. 

\Tobody  knew  how  to  make  it. 

3ut  he  knew  where  to  find  the  wild  honey. 

-le  had  found  some  one  day  in  a  hollow  tree. 


60  The  Tree-dwellers 

He  learned  to  track  a  bee  home  to  its  tree. 

When    he  found    a   bee-tree    he    robbed  the 

swarm. 
Sometimes  the  bees  stung  him,  but  he  was 

used  to  getting  hurt. 


''The  bees  stwig  him 


THINGS  TO   DO 

Watch  the  bees  as  they  gather  hoitey 

from  the  flowers. 
What  flowers  do  they  visit? 
Do  all  bees  look  alike?     Do  all  bees 

do  the  same  hind  of  work  ? 
Draw  a  picture  that  will  show  how 

they  work  among  the  flowers. 
See  if  you  can  find  some  wild  honey. 


Bodo  Follows  the  Wild  Horses  61 

XV. 

THINGS  TO   THINK  ABOUT 

Do  you  think  that  the  wild  horses  had  leaders  for  their 

herds  ? 
What  would  the  leader  have  to  do  ? 
What  might  happen  to  the  horses  that  did  not  follow 

the  leader  ? 
What  could  Bodo  learn  by  watching  the  wild  horses? 

Bodo  Follows  the  111  Id  Horses 

Two  or  three  years  passed  by. 

Bodo  was  now  about  ten  years  old. 

He  still  lived  on  the  wooded  hills. 

One  afternoon  he  went  to  the  river. 

The  wild  horses  were  drinking  there. 

Bodo  watched  them  wade  through  the  shallow 

water. 
He  watched  them  toss  their  shaggy  manes. 
He  listened  to  their  whinnying  calls. 
He  tried  to  whinny,  too. 
The  horses  drank  until  they  were  satisfied, 

then   they  started   toward   their  evening 

pasture. 


"  Bo  do  watched  them  wade  through  the  shallow  water' 


Bodo  Follows  the  Wild  Horses 


63 


The  largest  horse  led  the  herd  up  the  trail. 
Others  followed  one  by  one. 
What  a  long  line  they  made! 
The  leader  was  far  away  over  the  hill  before 
all  the  horses  had  left  the  stream. 


''Farther  out  was  a  herd  of 'mammoths" 

The   smallest   and   the  weakest  ones  lagged 

behind. 
Spotted  hyenas  were  lying  in  wait  for  them. 
Bodo  wondered  if  he  could  catch  a  wild  horse. 
He  wondered  where  the  horses  went  at  night. 
He  followed  the  herd  a  long,  long  way. 


64 


The  Tree-dwellers 


He   went   swinging   along   from   branch   to 

branch. 
At  last  he  came  to  a  grassy  plain. 
He  did  not  dare  to  go  out  on  the  plain. 


Vj: 


A  bison 


So  he  sat  on  a  branch  and  peeped  through 

the  leaves. 
Wild  horses  were  feeding  on  the  edge  of  the 

plain. 
Farther  out  there  was  a  herd  of  mammoths. 


Bodo  Follows  the  Wild  Horses  65 

3eyond  these  still  other  herds  were  feeding 
rhey  may  have  been  bisons  or  wild  cattle. 
\11  these  animals  were  eating  the  fresh  green 


grass, 


3odo  watched  them  till  nearly  sunset. 

But  while  the  sky  was  still  red  in  the  west, 

Bodo  tied  himself  to  a  branch   and   fell 

asleep. 

THINGS   TO   DO 

^ut  from  paper  some  of  the  wild  animals   that  Bodo 

saw  eating  grass, 
lake  a  picture  of  what  Bodo  saw  when  he  was  in  the 

tree. 

XVI. 

THINGS  TO   THINK  ABOUT 

!an  you  think  why  our  horses  are  larg-er  than  the  wild 
horses? 

low  many  toes  does  a  horse  have  on  each  foot  ?  On 
what  part  of  the  foot  does  he  walk?  Where  is  the 
horse's  heel?  Do  you  think  the  horse's  foot  has 
always  been  the  same  shape  that  it  is  to-day  ? 

)n  what  part  of  the  foot  does  the  cow  walk?  How 
many  toes  does  she  have  ? 

)n  what  part  of  the  foot  does  the  cat  walk?  How 
many  toes  does  she  have? 


66  The  Tree-dwellers 

Ancestors  of  Our  Mammals 

The  wild  horses  that  Bodo  saw  were  about 

the  size  of  ponies. 
Long  before  the   Tree-dwellers    lived   there 

were  horse-like  creatures  the  size  of  a  fox. 
Long   before   that    there   was   a  time  when 

there  were  no  horses  at  all. 
Great  reptiles  moved  about  on  the  land,  they 

swam  in  the  seas,  or  they  flew  through  the 

air. 
All  other  creatures  feared  them. 
The  tiny  mammals  that  lived  then  were  about 

the  size  of  rats  and  mice,  but  these  mam- 
mals were  not  like  rats  and  mice. 
The  little  mammals  ran,  but  they  did  not  run 

fast,  for  their  feet  were  not  well  fitted  for 

running. 
They  climbed  rocks  and  trunks  of  trees,  and 

hid  in  holes  in  the  ground. 
They  ate  the  eggs  of  the  large  reptiles,  and 

became  their  enemies. 


Ancestors  of  Our  Mammals 


67 


A  reptile 


Millions  of  years  passed;  great  changes  took 

place. 
}arts  of  the   land   slowly  sank  beneath   the 

seas,  and  out  of  the   seas   rose  dry  land, 
dost    of   the    larger    reptiles   died,   but  the 

mammals  multiplied, 
"hey  grew  to  be  as  large  as  the  fox  or  the 

sheep. 
^t  first  thev  were  all  very  much   alike  and 

they  lived  in  about  the  same  way. 
5ut  as  they  became  more  and  more  unlike 

they  had  very  different  ways. 
►ome  became  like  cats,  and  some  like  dogs. 


68 


The  Tree-dwellers 


An  ancestor  of  our  mammals 

Some    became   like    rhinoceroses    and  some 

like  hogs. 
Others  became  like  monkeys,  and  still  others 

became  like  horses. 

THINGS   TO    DO 

Look  at  the  picture  above  and  tell  how  this  animal  must 
have  changed  to  become  more  like  a  dog,  a  cat,  a  pig, 
a  cow j  or  a  horse. 


XVII 

THINGS   TO    THINK  ABOUT 

What  part  of  the  wild  horse's  foot  touched  the  ground 

when  he  ran  ? 
What  happens   to  muscles  that  are  not  used?     What 

happens  to  muscles  that  are  used  most? 


The  Story  of  the  Wild  Horse  69 

The  Story  of  the    Wild  Horse 

Perhaps  you  have  seen  the  zebra. 

If  you  have,  you  must  have  noticed  its  stripes. 

The  first  horse-like  creatures  were  probably 

striped  in  much  the  same  way. 
These  animals  never  ate  hay  and  oats;  and, 

at  first,  they  did  not  eat  much  grass. 
There  was  little,  if  any,  grass  at  that  time. 
These  horse-like  creatures  lived  on  marshes 

and   in   swamps    bordering    streams    and 

lakes. 
They  probably  ate  stems  and  leaves  of  plants 

that  grew  on  the  marshy  lands. 
They  did   not  run   as   horses  do  to-day,  but 

they  plodded  along  on  the  soft  ground. 
They   spread  out  their  toes  as  they  walked 

along,  so  as  to  keep  from  sinking. 
When  the  dry  land  began  to  be  covered  with 

grass,  little  by  little  they  left  the  marshes. 
They  went  to  the  grassy  highlands  to  live, 

and  became  more  and  more  like  horses. 


70  The  Tree-dwellers 

Some  of  the  cat-like  creatures  went  to  the 
highlands,    but  they   did    not   go   for  the 


grass 


They  were  becoming  more  and  mote  like 
tigers,  and  they  went  to  hunt  the  wild 
horses. 

The  timid  horses  ran  when  their  enemies 
came,  for  there  was  no  place  in  which  to 
hide. 

When  they  ran  they  stepped  on  the  tips  of 
their  toes. 

They  used  the  third  toe  so  much  more  than 
the  others  that  it  became  larger  and  larger. 

Its  hoof  became  hard  and  strong. 

The  first  and  fifth  toes  were  used  so  little 
that  after  thousands  of  years  they  dis- 
appeared. 

Meanwhile  the  horses  had  learned  to  run  fast. 

When  a  pack  of  wolves  chased  them,  they 
galloped  away. 

They  found  rich  grass  on  the  highlands. 

Colts  grew  to  be  larger  than  their  mothers. 


The  Story  of  the  Wild  Horse  71 

By  the  time    they  were  as   large  as   ponies 

they  used  only  the  third  toe. 
Two  side  toes  hung  like  the  dew-claws  of  a 

dog,  but  they  did  not  reach  the  ground. 
When   the   Tree-dwellers  lived,   little  bones 

beneath  the  skin  were  all  that  was  left  to 

show  where  the  side  toes  had  been. 
The  hoof  had  become  round  and  hard. 
The  wild  horses  ran  very  fast. 
Thev  outran  all  other  creatures. 
When  surprised,  they  struck  hard  blows  with 

their  hoofs,  and  they  bit  with  their  sharp 

teeth. 
But  if  there  was  a  chance  to  get  away,  they 

always  ran  when  they  were  attacked. 

THINGS    TO    DO 

Name  all  the  animals  you  know  that  can  climb  trees. 

What  kind  of  feet  do  they  have  ? 
ATame  all  the  animals  you  know  that  have  hoofs.      Tell 

all  you  can  about  these  hoofs. 
Notice  the  foot  of  a  horse,  a  cow,  a  dog,  or  a  cat,  and 

model  it  in  clay. 
What  pet  do  you  have  that  is  like  a  wolf? 


72  The  Tree-dwellers 

XVIII. 

THINGS   TO   THINK  ABOUT 

What  tools  do  you  know  how  to  use  ? 

What  do  you  use  them  for? 

How  do  you  think  that  people  did  their  work  before 

they  had  tools  ? 
What  tools  do  you  think  the  Tree-dwellers  needed? 
How  do  you  think  thev  learned  to  make  them  ? 


How  Bodo  Learned  to  Make  Tools  and 

Weapons 

Bodo  did  not  have  any  tools  or  weapons. 

Nobody  knew  how  to  make  them. 

But  he  had  learned  to  use  his  hands. 

He  used  them  to  catch  small  animals. 

He  knew  how  to  creep  up  softly. 

He  knew  how  to  wait  patiently. 

He  knew  just  when  to  grasp  the  animal. 

Bodo  used   his  hands  to  gather  berries  and 

nuts. 
He  used  them  to  pull  up  roots. 
He  used  them  to  rake  the  acorns  together. 


V 


/ 


*£   \^L 


'Sometimes  Bo  Jo  threw  stones 


74  The  Tree-dwellers 

He  used  them  to  scoop  small  things  up  from 

the  ground. 
Bodo  knew  how  to  strike  with  his  fists. 
He  knew  how  to  kick  with  his  feet. 
Sometimes  he  threw  stones. 
Sometimes  he  threw  sticks. 
Sometimes  he  struck  with  a  stick  in  his  hand. 
He   could   strike   harder  blows  with  a 
stick  than  he  could  when  he  struck 
with  his  fist. 
Sometimes  it  hurt  him  when  he  struck 

with  his  fist. 
It  did  not  hurt  him  when  he  struck  with 

a  club. 
Bodo  had  many  enemies. 
He  had  to  take  care  of  himself. 
He  felt  safer  when  he  had  a  club  in  his 
toi  hand. 

used 

THINGS   TO   DO 

Show  what  Bodo  used  for  a  rake. 

Show  what  he  used  for  a  scoop. 

Show  how  he  caught  wild  animals. 

Draw  a  picture  of  Bodo  catching  a  squirrel. 


Bodo's  Hammer  and  Knife  75 

XIX. 

THINGS   TO   THINK  ABOUT 

Have  you  ever  used  a  hammer? 

What  are  our  hammers  made  of? 

How  do  you  think  people  learned  to  make  hammers  ? 

Why  did  Bodo  need  a  hammer? 

What  do  you  do  with  your  knife  ? 

How  many  kinds  of  knives  have  you  seen  ? 

How  do  you  think  people  cut  their  food  before  thev 

had  knives  ? 
What  do  you  think  they  used  for  their  first  knives  ? 

Bodo 's  Hammer  and  Knife 

Bodo  had  never  had  a  warm  dinner. 
He  had  no  fire  to  cook  his  food. 
Much  of  his  food  was  hard  and  tough. 
He  had  not  learned  to  soften  it  with  fire. 
He  had  not  learned  to  crush  or  grind  it  with 

stones. 
His  teeth  did  all  of  this  work. 
The  teeth  of  all  the  Tree-dwellers  were  large 

and  strong. 
They  were  fitted  to  cut  and  grind  tough  food. 


76  The  Tree-dwellers 

They  were  fitted  to  crack  the  shells  of  nuts. 

Bodo  often  cracked  nuts  with  his  teeth. 

But  sometimes  he  found  nuts  that  he  could 

not  crack. 
He  had  never  seen  or  heard  of  a  hammer,  so 

he  threw  a  hard  nut  against  a  rock. 
The  nut  did  not  crack. 
So  he  kept  on  trying  different  ways. 
At  last  he  struck  the  nut  with  a  stone. 
Its  hard  shell  broke. 
How  glad  Bodo  was! 
He  ate  the  kernel   and    then   cracked   some 

more  nuts  with  the  stone. 
This  stone  was  his  first  hammer. 
Sometimes  he  used  a  rough  stone. 
Its  rough  edges  hurt  his  hand,  so  he  hunted 

for  a  smooth  stone. 
At  other  times  he  wrapped  one  end  of  a  rough 

stone  in  grass. 
The  grass  protected  his  hand. 
This  was  the  first  handle  to  his  hammer. 
Bodo  liked  to  use  this  hammer. 


Bodo's  Hammer  and  Knife  77 

He  liked  to  use  smooth  hammer-stones. 
But  sometimes  the  smooth  stone  slipped  or 
bounded  back  and  jarred  his  hand. 


Bo  do  cracked  nuts  with  a  stone" 


One  day  he  found  a  smooth  stone  that  had  a 

little  pit  on  either  side. 
He  put  his  thumb  and  finger  into  the  pits 

and  cracked  a  hard  nut  with  the  stone. 
This  was  just  what  he  needed. 


78  The  Tree-dwellers 

It  neither  slipped  nor  jarred  his  hand. 
Some  of  the  other  Tree-dwellers  tried  it. 
They  wanted  one  like  it,  so  they  began  to 

hunt  for  pitted  stones. 
They  could  not  always  find  such  stones,  but 

they  never  thought  of  making  the  pits. 
People  lived  many  years  before  they  learned 

to  do  that. 
Tree-dwellers  simply  used  things  that  they 
found  on  the  spot. 

They   seldom    changed    their 

shape. 
\\  e  have  only  a  few  weapons 

that  we  know  they  made. 
They  were   found   years   ago 
deep  down  in  some  gravel. 
They  had  lain  there  many  long 
vfeV'  years. 

^^P         Here  is  a  picture  of  one. 
The  chipped  pebble      jt  [s  on]y  a  chipped  pebble. 

Such  a  weapon  is  used  nowadays  only  in  play, 
but  then  it  was  used  in  real  work. 


Bodo's  Hammer  and  Knife 


79 


For  a  lone  time  the  Tree-dwellers  did  not 

have  even  this. 
They  used  their  teeth  and  nails  instead. 


An  antler  used  as  a  wedge 


Some  animals  had  larger  and  sharper  teeth. 
The  Tree-dwellers  found   such  teeth   in  the 

sand. 
They  found  sharp  claws  there,  too. 
They  often  found  sharp  bones  and  horns. 
They  used  such  things  for  cutting  for  many 

long  years,  but  at  last  they  made  a  knife. 
It  happened  when  Bodo  was  cracking  a  bone. 
In  some  way  he  broke  his  hammer. 
He  picked  up  the  pieces  and  looked  at  them. 
They  were  sharp  enough  to  cut  with,  but  the 

edges  hurt  his  hand. 


80  The  Tree-dwellers 

So  he  found  a  smooth  pebble  and  chipped 

flakes  from  one  end. 
Before  long  he  had  a  sharp  point. 
He   never   hafted   it;    but   he   left   one   end 

smooth,  so  that  it  would  not  hurt  his  hand. 
It  was  such  a  weapon  as  this  that  was  found 

in  the  gravel. 
You  can  see  that  it  is  something  like  a  spear- 
head. 
Bodo  used  it  when  he  hunted  small  animals. 
He  used  it  to  skin  them  and  to  hack  off  strips 

of  flesh. 
Many  things  had  been  used  as  knives  before, 

but  this  was  the  first  knife  that  we  know 

man  made. 

THINGS   TO   DO 

Hunt  for  some  smooth  hammer-stones.  If  you  can  find 
one  with  pits  on  either  side,  try  both  kinds  and  find 
out  which  one  works  the  better. 

See  if  you  can  find  a  good  stone  for  a  knife. 

Strike  the  edge  to  see  if  it  crumbles. 

Find  one  that  will  not  crumble. 

Do  you  know  whether  stones  have  names? 

What  stones  have  you  that  you  would  like  named? 


What  Bodo  and  One-Ear  Found  in  the  Alders       81 

xx. 

THINGS   TO    THINK  ABOUT 

Have  yon  ever  seen  wild  animals  protect  their  little 

ones? 
How  do  they  do  it  ? 
When  the  mother  goes  away,  in  what  kind  of  a  place 

does  she  leave  them  ? 
Do  you  know  whether  the  young  animals  mind  their 

mothers  ? 

What  Bodo  and  One-Rar  Found  in  the 

Alders 

Bodo  grew  to  be  a  large  boy. 

He  made  many  friends  among  the  Tree- 
dwellers,  but  he  liked  One-Ear  best  of  all. 

The  bovs  liked  to  hunt  together. 

When  they  had  enough  to  eat  they  liked  to 
play. 

One  night  as  they  were  watching  a  herd  oi 
wild  cattle,  a  young  cow  caught  their  eye. 

She  was  running  down  toward  the  marsh. 

The  boys  wondered  why  she  was  going. 

They  chased  her  down  the  trail. 


82  The  Tree-dwellers 

When  the  cow  saw  what  the  boys  were  doing 

she  started  off  through  the  underbrush. 
It  was  no  longer  safe  to  follow,  so  the  boys 

gave  up  the  chase. 
Darkness  came  on. 
The  boys  dropped  their  clubs  and  climbed  a 

tree,  where  they  spent  the  night. 
They  slept  until  the  break  of  day. 
As  they  were  rubbing  their  sleepy  eyes,  they 

heard  a  queer  sound  close  by. 
"What  is  that?"  said  Bodo. 
The  boys  listened. 
All  was  still. 

But  they  were  sure  that  some  animal  was  near. 
There  was  a  clump  of  alders  within  a  stone's 

throw. 
Perhaps  a  bear  was  hiding  there. 
The  boys  were  eager  to  find  out,  but  they 

knew  better  than  to  rush  into  danger. 
So  they  waited  and  listened. 
All  was  quiet. 
Bodo  threw  a  stick. 


V 


-i 


>      ^> 


They  crept  up  softly  and  peeped  into  the  alders" 


84  The  Tree-dwellers 

Not  a  sound  could  be  heard. 

He  called  out. 

Still  there  was  no  sound. 

The  boys  slipped  down  the  tree  and  picked 

up  their  clubs. 
They   crept   up   softly   and   peeped   into   the 

alders. 
'There's  nothing  there,"  said  One-Ear. 
Bodo  knew  better. 

He  noticed  a  hump  among  the  leaves. 
He  reached  out  his  hand  and  touched  it. 
It  was  a  little  calf  that  had  been  hid  there  by 

its  mother. 
It  scarcely  moved  as  Bodo  touched  it. 
Its  mother  had  taught  it  to  lie  still. 
Many  people  might  have  passed  it  by. 
But   Bodo   had   sharp   eyes,  and  besides  he 

was  very  hungry. 

So  the  boys  killed  the  calf  and  began  to  eat 

the  raw  flesh. 
They  ate  until  they  were  satisfied. 
Then  they  played  among  the  trees. 


How  the  Hyenas  Hunted  85 

THINGS  TO   DO 

Choose  somebody  to  be  Bodo  and  somebody  to  be  One-Ear. 
and  let  them  show  how  the  boys  found  the  calf. 

Model  a  calf  in  clay. 

XXI. 

THINGS   TO   THINK  ABOUT 

Why  were  all  of  the  animals  afraid  of  the  rhinoceros  ? 

How  could  the  little  hyenas  hunt  the  big-nosed  rhi- 
noceros ? 

What  could  the  Tree-dwellers  learn  by  watching  the 
wild  animals  hunt  ? 

How  the  Hyenas  Hunted 

One  day  Bodo  and  One-Ear  climbed  a  fir 

tree  near  the  ed^e  of  a  cliff. 
They  were  watching  a  bigr-nosed  rhinoceros. 
It   had  just   rooted   up  an   oak  tree  with  its 

twin-tusked  snout. 
Now  it  was  tearing  the  trunk  into  strips  as 

we  tear  a  stalk  of  celery. 
The  hoys  watched  it  grinding  the  wood  with 

its  great  teeth. 


86 


The  Tree-dwellers 


The  big-nosed  rhinoceros 

They  were  glad  that  they  were  safe  in  the  fir 
tree. 

They  watched  the  creature  in  silence. 

Suddenly  Bodo  gave  One-Ear  a  nudge. 

One-Ear  looked  up. 

Bodo  put  his  finger  on  his  lips,  then  pointed 
toward  the  underbrush. 

One-Ear  stared  with  open  mouth. 

A  whole  pack  of  hyenas  was  on  the  cliff. 

They  were  sneaking  along  toward  the  rhi- 
noceros. 

What  hungry-looking  creatures  they  were  ! 

How  their  eyes  gleamed  ! 

The  boys  wondered  what  the  hyenas  would  do. 


How  the  Hyenas  Hunted  87 

They  watched  to  see. 

The   big-nosed    rhinoceros   went   stupidly 

browsing  along  the  edge  of  the  cliff. 
He  did  not  see  the  hyenas. 
The  hyenas  had  learned  that  the  rhinoceros 

could  not  see  far  away,  and  now  they  were 

taking  advantage  of  this. 
They  were  too  cowardly  to  risk  a  fair  fight. 
Even  the  mammoth  and  sabre-tooth  did  not 

like  to  encounter  the  big-nosed  rhinoceros. 
Even  they  could  not  pierce  his  thick,  heavy 

skin. 
Even  they  feared  his  twin-tusked  snout. 
The  hyenas  crept  softly  from  bush  to  bush. 
They  kept  their  eyes  fastened  upon  the  rhi- 
noceros. 
As  he  stepped  on  the  very  edge  of  the  cliff 

they  sprang  out  and  began  to  growl. 
The  rhinoceros  turned  fiercely  upon  them. 
He  tossed  one  of  the  hvenas  over  the  cliff. 
As  he  did  this  he  lost  his  footing. 
The  huge  creature  stumbled  and  fell. 


88 


The  Tree-dwellers 

He  rolled  down  the 
steep  cliff  and  was 
ashed   upon 


th 


d; 

rocks. 
The  hyenas  were  no 

longer  afraid. 
They  feasted    upon 
the  carcass. 
They  dragged  the  bones 

to  their  caves. 
Thev  gnawed  them  until 
they  left  the  marks  of 
their  teeth. 
The  bones  stayed  in  the 
caves  for  many  years. 
Not  long  ago  some  one  found  them  there. 
He  sent  them  to  a  museum,  where  they  may 

be  seen  to-day. 
Perhaps  you  will  go  to  the  museum  some  time. 
If  you  do,  be  sure  and  look  at  these  bones. 
Perhaps  you  will  be  able  to  help  your  friends 
read  the  story  they  tell. 


"He  tossed  one  of  the  hyenas 
over  the  cliff"" 


Frightened  by  Fire  89 

THINGS  TO   DO 

Think  of  the  rhinoceros  as  he  was  rooting  tip  the  tree. 
Think  of  him  as  he  was  tearing  the  wood  into  strips. 
Draw  one  of  the  pictures. 

Tli  ink  of  the  high  cliff  with  the  caves  at  its  foot. 
Model  the  cliff  and  caves  in  your  sand  box. 


XXII. 

THINGS   TO   THINK  ABOUT 

Can  you  think  how  a  fire  might  have  been  started  before 

people  knew  how  to  make  it? 
What  did  the  Tree-dwellers  think  the  fire  was  ? 
Why  did  they  fear  it  ? 
What  else  did  thev  fear? 

Frightened  by  Fire 

One  day  there  was  a  great  storm  on  the 
wooded  hills. 

The  lightning  struck  a  tree  in  the  forest. 

It  set  it  on  fire. 

At  once  the  flames  spread  to  the  neighbor- 
ing trees. 

The  Tree-dwellers  were  driven  to  the  ground. 


90  The  Tree-dwellers 

They  had  never  been  so  frightened  before. 

They  were  afraid  of  thunder  and  lightning. 

They  were  afraid  of  beasts  of  prey. 

Only  when  they  were  up  in  a  tree  did  they 
feel  that  they  were  safe. 

But  now  the  trees  were  on  fire. 

They  thought  that  the  fire  was  a  wild  animal. 

They  thought  that  it  was  an  animal  that  ate 
wood. 

They  had  seen  the  rhinoceros  and  the  mam- 
moth eat  parts  of  trees,  but  this  creature 
devoured  all  the  trees  in  its  path. 


Several  years  passed  by. 

Once  again  a  fire  broke  out  on  the  wooded 

hills. 
Once  again  the  wild  animals  ran. 
The  Tree-dwellers    ran,    for   they   still   were 

afraid. 
Bodo  ran;   for  he,  too,  was  afraid. 
But  he  soon  stopped  and  looked  at  the  fire. 


■Bodo  stood  and  watched  it  a  moment 


92  The  Tree-dwellers 

He  was  almost  full  grown  now. 

He  was  learning  every  day. 

He  was  curious  about  many  things,  and  now 

he  wanted  to  see  what  the   red   monster 

was  doing. 
So  he  stood  and  watched  it  a  moment. 
It  seemed  to  be  chasing  him. 
So  he  ran  to  find  a  hiding-place. 
He  ran  around  through  the  underbrush  until 

at  last  he  found  a  safe  place. 
The  fire  ran  away  from  him  now. 
He  stood  and  gazed  at  the  red  flames. 
The  wind  blew. 
The  fire  monster  spread  its  great  red  wings 

and  leaped  from  tree  to  tree. 
The  branches  groaned,  and  cracked,  and  fell. 
Bodo  was  filled  with  terror. 
He  did  not  know  what  to  do. 
After  a  little  it  began  to  rain. 
The  fire  monster  became  smaller  and  smaller, 
In  a  few  moments  it  was  gone. 
Bodo  wondered  where  it  went. 


How  People  Got  Their  First  Homes  93 

THINGS  TO   DO 

Think  of  the  Tree-dwellers  and  the  animals  running 

away  from  th  e  fores  t  fire. 
Draw  the  picture. 

Show  how  Bodo  tried  to  fiiid  out  more  about  the  fire. 
Draw  a  picture  of  him  as  he  was  watching  the  fire. 


XXIII. 

THINGS  TO   THINK  ABOUT 

Why  would  the  Tree-dwellers  want  to  use  fire  ? 

How  would  they  learn  to  take  care  of  it  ? 

Why  could  they  live  in  a  better  way  after  they  had  fire  ? 

How  People  Got  Their  First  Homes 

The  Tree-dwellers  still  thought  that  the  fire 

was  alive. 
The  red  monster  still  frightened  them. 
Whenever  they  saw  it  they  ran  away. 
Bodo,  too,  was  afraid  of  the  fire. 
So  he  tried  to  be  good  to  it  and  thus  make  it 

his  friend. 
He  gave  it  wood  to  eat. 


94  The  Tree-dwellers 

He  learned  to  go  near  it  without  getting  hurt. 
He  learned  to  carry  a  burning  branch. 
Once  he  carried  a  firebrand  to  the  old  oak- 
He  put  it  in  the  hollow  of  the  tree. 
Then   he   gave   it   dry   sticks   that   he   found 

close  by,  and  he  watched  it  while  it  ate 

them. 
As  he  stood  looking  at  the  fire,  the  sound  of 

footsteps  fell  upon  his  ear. 
He  looked  up  to  see  who  was  passing. 
It  was  Sharptooth. 
She  was  coming  to  the  old  oak  tree. 
As  soon  as  she  saw  the  fire,  she  ran. 
Bodo  called  to  her. 
He  asked  her  to  come  back. 
Sharptooth  was  trembling,  so  that  she  could 

scarcely  walk. 
Bodo  took  her  by  the  hand. 
He  led  her  to  the  fire. 

He  told  her  how  he  had  made  friends  with  it. 
She  listened  to  what   he  said,   but  she  still 

seemed  afraid. 


How  People  Got  Their  First  Homes  95 

Bodo  wished  to  show  that  he  was  not  afraid. 

He  looked  puzzled  a  moment  and  then  he 
said,  'I  am  not  going  to  sleep  in  the  trees 
any  more." 

For  a  moment  Sharptooth  was  speechless. 

At  length  she  opened  her  lips  and  spoke. 

"The  cave-bears  will  get  you,"  was  what  she 
said. 

But  Bodo  had  thought  of  the  bears. 
'I  am   not  afraid  of  the  bears,"   he  said. 
'They  run  when  they  see  me  with  fire.     I 
am  going  to  sleep  at  the  foot  of  this  tree." 

Then  Sharptooth  was  troubled. 

She  was  anxious  about  Bodo. 

She  had  taught  him  the  best  that  she  could. 

But  now  he  seemed  to  be  risking  his  life. 

She  wondered  how  he  could  do  it. 

As  it  grew  dark  she  climbed  into  a  neighbor- 
ing tree. 

She  was  afraid  to  sleep  in  the  old  oak  that 
night. 

Bodo  stayed  on  the  ground  beside  the  fire. 


96  The  Tree-dwellers 

Sharptooth  did  not  close  her  eyes. 

She  kept  watch  from  a  branch  of  the  tree. 

She  knew  the  wild  animals  were  out  of  their 

dens. 
She  saw  their  shadows  among  the  trees. 
When  they  saw  the  fire  they  turned  and  ran. 
But  Bodo  stayed  by  the  fire. 
He  was  a  brave  boy,  yet  he  could  not  sleep. 
As  long  as  he  was  awake  he  felt  safe. 
But  he  was  afraid  of  what  might  happen  if 

he  went  to  sleep. 
So  he  kept  awake  and  fed  the  fire. 
Sharptooth  still  kept  watch  from  the  tree. 
At  last  she  came  down. 
'  Let    me    feed    the    fire,    Bodo,    while    you 

sleep,"  she  said. 
Bodo  had  been  yawning  for  some  time. 
He  was  glad  to  have  a  chance  to  rest. 
So  he  slept  while  Sharptooth  took  his  place. 
She  watched  the  fire  cautiously  at  first. 
Then   she  fed   it  and  found   that   it  did  not 

hurt  her. 


-They  lived  by  the  fire  at  the  foot  of  a  tree" 


98  The  Tree-dwellers 

She  liked  the  warmth  that  it  gave. 

She  enjoyed  the  pleasant  firelight. 

She  saw  that  it  was  their  friend. 

After    that    Sharptooth    and    Bodo    did    not 

sleep  in  trees. 
They  lived  by  the  fire  at  the  foot  of  a  tree. 
Sometimes  their  home  was  by  the  old  oak. 
Sometimes  it  was  in  other  places. 
But  it  was  always  where  they  carried  the  fire. 

THINGS  TO  DO 

Tell  how  to  make  a  fire. 

What  does  a  fire  need  in  order  to  burn  ? 

Put  a  tumbler  over  a  lighted  candle  and  watch  to  see 

what  happens. 
Why  does  the  light  go  out  ? 
Light  the  candle  again  and  see  if  you  can  find  out  what 

it  is  that  burns. 

XXIV. 

THINGS  TO   THINK  ABOUT 

What  do  you  think  the  other  Tree-dwellers  did  when 
they  heard  of  the  fire  Sharptooth  and  Bodo  had  ? 

Does  fire  ever  do  any  harm  nowadays  ?  Why  do  we 
need  to  be  careful  in  using  fire  ? 


How  the  Tree-dwellers  Formed  a  Clan  99 

How  the  Tree-dwellers  Formed  a  Clan 

The  next  night  One-Ear  stayed  with  Sharp- 
tooth  and  Bodo  at  the  foot  of  the  old  oak. 

Then  other  Tree-dwellers  came. 

At  first  they  were  afraid  just  as  Sharptooth 
had  been. 

But  they,  too,  soon  learned  that  the  fire  was 
their  friend. 

So  they  sat  around  the  fire  each  evening. 

They  talked  about  the  wild  animals  they  had 
seen. 

As  long  as  they  sat  by  the  fire,  they  felt  safe. 

So  they  came  to  the  fireplace  each  night. 

They  began  to  live  together. 

They  formed  a  clan. 

Their  clan  was  the  fire  clan. 

The  women  with  babies  staved  near  the  fire. 

All  the  others  went  farther  away. 

Each  one  hunted  for  his  own  food. 

Each  ate  what  he  found  on  the  spot. 

But  all  came  back  to  the  fireplace  at  night. 


xr-^   ^ 


V 


They  talked  about  the  wild  animals  they  had  seen" 


How  the  Tree-dwellers  Formed  a  Clan  101 

All  were  tired  and  needed  to  rest. 

Since  they  had   no  chairs  they  squatted  on 

the  ground. 
They  talked  and  they  played  in  the  firelight. 
When  they  got  drowsy  they  fell  asleep. 
But  Sharptooth  kept  watch  of  the  fire. 
Her   sisters    helped,    but    she    was   the   clan 

mother. 
It  was  she  who  took  charge  of  the  fire. 
She  knew  how  the  fire  became  their  friend. 
She  knew  that  it  needed  care. 
She  knew  that  it  gave  them  their  first  home. 
So  she  taught  the  people  to  worship  the  fire. 

THINGS   TO   DO 

Play  that  you  are  Tree-dwellers  just  beginning  to  form 

a  clan. 
Plan  how  you  will  divide  your  work. 
Choose  sides  and  let  those  on  one  side  tell  a  story  of  the 

Tree-dwellers  before  they  had  fire.     Let  those  on  the 

other  side  tell  a  story  of  the  Tree-dwellers  after  they 

had  fire. 
Look  at  the  picture  on  page  ioo  and  tell  such  a  story 

about  it  as  you  think  the  Tree-dwellers  would  tell 

after  they  had  seen  such  a  fight. 


102  The  Tree-dwellers 

XXV. 

THINGS   TO   THINK  ABOUT 

How  were  the  Tree-dwellers  sheltered  from  the  wind 
and  rain  ? 

How  did  they  keep  warm  after  they  used  fire? 

How  did  they  find  shelter  from  the  rain  ? 

What  trees  offer  the  best  shelter  from  the  rain? 

Where  is  the  rain  that  falls  on  those  trees  carried  ? 

Do  you  know  what  kind  of  roots  those  trees  have  ? 

What  trees  do  not  give  a  good  shelter  from  the  rain? 
Why? 

What  trees  would  give  the  best  shelter  in  the  winter? 
Why  ? 

How  did  the  fire  clan  find  shelter  from  the  cold  winds  ? 

If  they  were  living  in  places  that  were  not  well  shel- 
tered, what  kind  of  a  shelter  do  you  think  they 
might  make  ? 

Hozu  the  Women  Made  a  Shelter 

When  people  slept  in  trees,  they  did  not  need 

to  make  a  shelter. 
They  were  sheltered  by  the  trees. 
Long  after  they  began  to  sleep  on  the  ground, 

the  trees  still  sheltered  them. 
The  leaves  of  the  trees  kept  off  the  rain. 


How  the  Women  Made  a  Shelter  103 

The  thick  underbrush  kept  off  the  cold  winds. 
When  the  fire  clan  moved  to  a  new  place,  it 

was  always  Sharptooth  who  chose  the  spot 

for  the  fire. 
She  knew  the  best  sheltered  places. 
Sometimes  she  chose  a  spot  near  an  oak  or 

a  birch. 
Their  tops  were  well  thatched  with  leaves. 
They  shed  rain  almost  as  well  as  a  roof. 
But  when  the  oak  and  the  birch  trees  dropped 

their  leaves,  Sharptooth  carried  her  fire  to 

a  fir  or  a  spruce. 
These  evergreen  trees  had  needle-like  leaves. 
They  gave  some  protection  from  the  rain  and 

the  snow. 
But  sometimes  a  drizzling  rain  kept  up  for 

many  days. 
Sometimes  the  cold  winds  blew. 
Then  the  fire  clan  shivered  with  the  wet  and 

the  cold. 
Mothers  were  anxious  about  their  children. 
They  wanted  to  keep  them  safe  from  harm. 


104  The  Tree-dwellers 

So  they  tried  to  keep  off  the  cold  wind  and 

the  rain. 
They    had    not    yet    learned    many    ways    of 

working,  but  they  long  had  known  how  to 

weave  cradles  of  vines. 
So  the  women  now  tried  to  weave  a  shelter. 
They  broke  off  large  armfuls  of  evergreens. 
They  carried  them  to  some  saplings  that  grew 

near  the  fire. 
Then  they  bent  down  the  tops  of  the  small 

growing  saplings. 
They  tied  them  together  and  began  to  weave. 
They  wove  branches  of  evergreens   among 

them. 
They  piled  larger  branches  against  the  wall. 
At  last  the  shelter  was  done. 
It  was  the  first  shelter  that  they  had  made. 
There  was  not  one  like  it  on  the  wooded  hills. 

THINGS  TO   DO 

Make  a  playhouse  that  will  shelter  you  from  the  zuind 

and  the  rain. 
Find  trees  that  give  a  good  shelter  from  the  sun  and  the 
rain. 


>So  the  women  now  tried  to  weave  a  shelter" 


106  The  Tree-dwellers 

Notice  trees  that  do  not  give  good  shelter.  See  if  you  can 
find  out  why  some  trees  give  a  better  shelter  than 
others. 

When  do  oaks  and  birches  drop  their  leaves  ? 

Do  evergreen  trees  ever  drop  their  leaves  ? 

Find  out  why  we  call  them  evergreen  trees. 


XXVI. 

THINGS  TO   THINK  ABOUT 

What  do  we  use  baskets  for? 

What  are  the}7  made  of  ? 

Do  you  think   that    the   Tree-dwellers   made   baskets 

before  they  had  fire  ? 
When  do  }^ou  think  that  they  would  first  need  baskets  ? 
How  do  you  think  that  they  might  have  made  them  ? 

How  Sharptooth  Made  a  Basket 

Before  the  Tree-dwellers  had  fire   they  did 

not  need  baskets. 
For  a  long    time    afterwards    they    did    not 

make  them. 
They  ate  fruits  from  the  trees  and  cracked 

the  nuts  where  they  found  them. 
Each  night  they  came  home  one  by  one. 


How  Sharptooth  Made  a  Basket  107 

Sharptooth  still  had  charge  of  the  fire. 

She  ate  wild  roots  that  grew  near. 

She  cracked  nuts  that  she  found  in  the  trees 

close  by. 
She  ate  berries  in  a  neighboring  patch. 
But  she  never  went  far  away,  and  she  never 

stayed  away  long. 

The  blueberries  were  now  ripe,  so  she  went 
to  the  patch. 

How  she  wished  she  might  stay  a  long  time! 

But  as  soon  as  she  had  eaten  a  few,  she  hur- 
ried home  to  the  fire. 

As  she  scrambled  over  the  fallen  trees,  she 
broke  off  a  handful  of  bushes. 

Thev  were  loaded  with  ripe  blueberries. 

She  carried  them  home  to  the  children. 

She  told  the  women  and  children  about  the 
patch. 

They  all  wanted  to  go. 

So  they  piled  broken  branches  upon  the  fire. 

Then  Sharptooth  told  one  of  the  women  to 
stay  at  home  and  take  charge  of  the  fire. 


108 


The  Tree-dwellers 


The  women  left  their  babies  and  little  chil- 
dren in  charge  of  this  woman,  too. 
How  disappointed  the  little  children  were! 
They  watched  the  women  and  older  children 
until  they  had  passed  out  of  sight  among 
the  trees. 
Sharptooth  led  the  way  to  the  patch. 
In  a  few  moments  they  found  it. 
It  was  almost  blue  with  berries. 
The  children  ate  as  fast  as  they  picked. 
The  women  ate,  too,  for  a  while. 

r     .  But   they   remem- 

j;^,  ^         bered  their  little 

ones   at   home. 

So    the}'    picked 

heaping  hancl- 

luls  of  berries. 

They    wanted    to 

j 

carry  more  ber- 
ries, so  hunted 
for    something 

The  bottom  of  the  basket  tO      hold      the  111. 


How  Sharptooth  Made  a  Basket  109 

One  woman  had  a  rabbit  skin. 

The  other  women  helped  her 
fill  it  with  berries. 

Another  woman  made  a  bas- 
ket of  oak  leaves. 

They  filled  that  with  berries. 

Sharptooth  gathered  some 
rushes  from  a  marshy 
place  and  tried  still  an- 
other way. 

She  sat  down  upon  the  grass' 
and  began  to  weave. 

The  bottom  of  the  basket  was  soon  made. 

Then  she  bent  the  rushes  and  tied  the  ends 
together. 

After  that  she  wove  round  and  round. 

When  the  basket  was  deep  enough  she  fast- 
ened the  ends. 

Then  the  basket  was  done. 

It  did  not  have  a  rim. 

Sharptooth  did  not  miss  the  rim,  for  this  was 
her  first  basket. 


She  bent  the  rushes  and  tied 
the  ends  together" 


110  The  Tree-dwellers 

She  called  the  women  and  children  around 

her. 
They  ran  up  to  see  what  she  had  made. 

f  f  Every  one  wanted  to  take  it. 

>  'S  It  did  not  take  long  to  fill 

H  the  basket  with  berries. 

Sharptooth  took  them  home 

to  the  children. 
How  glad   the   little   ones 
were  when  they  saw  the 
women  and  children  ! 
They  were  glad  to 

eat  the  berries. 
\\  hile  they  were 
smacking  their 
lips,  Sharptooth 
showed  them  the 
basket. 


'She  wove  round  and  round" 


That  night  as  the  fathers  and  mothers  came 
home,  the  children  ran  out  to  meet  them. 

Each  time  they  told  what  Sharptooth  had 
made. 


How  Sharptooth  Made  a  Basket  111 

Each  time  they  showed    ^^     ft 

the  rush  basket. 
It  was  not  many  days 

before  each  of  the 

older  children  had 

made  one   like   it. 

THINGS   TO   DO 

Look   at    the   pictures    in 
this  lesson  and  see  how 

Khnrhtnnth' '<;     basket      "]Vhm  the  basket  ^'as  dceP  e,n0i 
S/iat ptOOTIl   S      OaSfCeU  she  fastened  the  ends" 

was  made. 
Gather  tough  grasses  or  rushes  and  make  a  basket  of 

your  own. 
Show  how   the   children  ran    to  meet   the  fathers  and 

mothers  as   they  came   home   at   night.     Draw  the 

picture. 

XXVII. 

THINGS  TO   THINK  ABOUT 

Do  you  think  that  the  fire  clan  used  fire  in  as  many 

ways  as  we  do  ? 
What  do  we  use  it  for  ? 
How  many  uses  do  you  think  that  the  fire  clan  made 

of  it?" 
Can  you  think  how  people  learned  to  cook  food  ? 


112 


The  Tree-dwellers 


~> 


"  Sabre-tooth  was  large  and  fierce 


How  Bodo  Used  Fire 

All  the  Tree-dwellers  now  knew  that  the  fire 

was  their  friend. 
They  found  it  useful  in  many  ways. 
It  guarded  the   spot  where  they  slept   at 

night,  and  it  helped  them  all  through  the 

day. 
They  no  longer  swung  from  branch  to  branch. 
When  they  carried  a  firebrand,  it  was  safe  to 

walk  on  the  ground. 
Their  hands  were  at  last  free. 
When  Bodo  started  out  with  his  firebrand 

the  wild  animals  ran  to  their  dens. 
Sometimes  Bodo  pursued  them. 


How  Bodo  Used  Fire 


113 


He  chased  some  of  the  animals  home  to  their 
dens,  but  he  never  went  to  the  caves. 

Sabre-tooth  and  the  cave-bear  were  too  large 
and  fierce. 

The  hyenas  were  small,  but  they  lived  in 
packs. 

So  Bodo  learned  to  let  them  alone. 


■ 


'Bodo  would  build  a  fire  at  the  mouth  of  the  hole" 


114  The  Tree-dwellers 

But  he  was  not  afraid  of  the  gophers  and 

badgers. 
He  chased  them  to  their  holes  and  tried  to 

smoke  them  out. 
He  would  build  a  fire  at  the  mouth  of  a  hole. 
Then  he  would  stand  with  a  club  in  his  hand 

and  watch. 
He  would  watch  until  the  animal  came  out. 
Sometimes  he  had  to  wait  a  long  time. 

But   in   the   end  he  nearly  always  got 

meat  to  eat. 
One  day  he  was  hunting  squirrels. 
He  chased  a  squirrel  to  its  hole  in  a  tree. 
Then  he  tried  to  smoke  it  out. 
He  waited  a  long  time   in  vain,  so  at 

last  he  set  fire  to  the  tree. 
But  the  rain  soon  came  and  his  fire  went 
out. 

So  Bodo  struck  the  tree  with  his  club. 
The  trunk  gave  way. 
Bodo  peeped  into  the  hollow  tree. 
He  wanted  to  find  the  squirrel. 


Bodo's 
club 


How  Bodo  Used  Fire 


115 


It  lay  there  perfectly  still. 
He   put   in   his   hand   and 

pulled  it  out. 
It  had  been  killed  by  the 

fire  and  smoke. 
He  began  to  eat  the  warm 

flesh. 
He  wondered  why  it  was 

so  hot  and  tender. 
Bodo  did   not   know  then 

that  the  flesh  had  been 

roasted. 
This  was  the  first  time  that 

he  had  ever  eaten  cooked 

food. 
Xot  long  afterward  all  the 

people  learned  to  roast 

meat. 

THINGS  TO   DO 

Draw  a  picture  of  Bodo  hunting  with  a  firebrand. 
See  if  you  can  find  trees  that  have  hollows  in  them. 
How  do  you  think  that  the  hollows  ice  re  made? 

Find  out  whether  there  are  any  animals  near  you  that 
live  in  hollow  trees. 


He  put  in  his  hand  and  pulled 
the  squirrel  out" 


116  The  Tree-dwellers 

XXVIII. 


THINGS  TO   THINK  ABOUT 


Do  you  think  that  the  people  of  the  fire  clan  would  help 

one  another  in  time  of  danger  ? 
Can   3^ou    think  why  people   began   to   work  together 

instead  of  hunting  alone  ? 

How  Bodo  Saved  One-Ear s  Life 

One  day  One-Ear  was  hunting  gophers  on 

the  grassy  upland. 
His  torch  went  out. 
So  he  tried  to  get  back  to  the  wooded  hills 

without  being  seen. 
At  first  he  crept  through  the  tall  grass. 
But  he  soon  came  to  a  place  where  the  grass 

did  not  cover  him. 
He  hurried  on  as  fast  as  he  could. 
He  had   almost   reached   the  wooded   hills 

when  a  cave-bear  crossed  his  path. 
The  bear  saw  him. 
One-Ear  shouted  for  help,  and  then  ran  as 

he  had  never  run  before. 


They  mm  Bodo  rush  «p  to  the  cave-bear  and  mave  a  torch  in  Ins  face 


118  The  Tree-dwellers 

But  the  cave-bear  overtook  him. 

He  soon  had  One-Ear  in  his  embrace. 

One-Ear  remembered  nothing  more,  but  the 

men  who  heard  him  saw  what  happened. 
They  saw  the  cave-bear  grasp  him  with  his 

huge  paws. 
Then  they  saw  Bodo  rush  up  to  the  cave- 
bear  and  wave  a  torch  in  his  face. 
The  cave-bear  let  go  his  hold. 
The  frightened  beast  ran  off  to  his  cave. 
The  men  came  up  in  time  to  help  Bodo  raise 

One-Ear  from  the  ground. 
They  helped  him  back  to  the  wooded  hills. 
His  wounds  were  soon  healed,  but  he  always 

carried  the  marks  of  that  cave-bear. 
That  was  the  day  that  he  lost  his  ear. 
We  have  called  him  One-Ear  before,  but  the 

fire  clan  never  called  him  One-Ear  until 

after  that  day. 

THINGS  TO   DO 

Find  a  stick  that  will  make  a  good  torch  and  make  one. 
Draw  a  picture  of  One-Ear  and  the  cave-bear. 


How  People  Learned  to  Hunt  Large  Animals       119 

XXIX. 

THINGS  TO   THINK  ABOUT 

How  do  you  think  the  fire  clan  spent  the  evening? 
If  they  could  not  say  what  they  wished  to  say,  how  do 
you  think  they  would  make  themselves  understood? 
How  do  you  think  that  they  learned  to  hunt  together? 

How  People  Learned  to  Hunt  Large  Animals 

For  many  days  the  men  talked  about  One- 
Ear's  narrow  escape. 

They  acted  the  whole  thing  over  again. 

One  man  would  show  what  One-Ear  did. 

Another  would  take  the  part  of  the  cave-bear. 

Then  some  one  would  play  he  was  Bodo  and 
rush  up  with  a  make-believe  torch. 

Others  showed  how  the  men  came  up  to  the 
spot  and  helped  One-Ear  home. 

They  played  this  over  and  over  again. 

They  learned  to  work  together. 

They  learned  to  play  other  plays  as  well. 

They  learned  it  in  this  way:  They  watched 
the  wild  animals  all  through  the  day. 


120 


The  Tree-dwellers 


At  night  they  showed   what 

they  had  seen. 
At  last  they  made   plans  for 

hunting  them. 
They  did  it  the  way  children 

make  a  new  game. 
First  they  chose  a  leader  for 

the  play. 
Then  the  leader  asked  them 

all  to  help. 
He  showed  them  what  to  do. 
They  all   did   as   the   leader 

said. 
They  learned  to  play  together. 
This  play  was  their  hunting 

dance. 

It  helped  the  people  to  hunt  together. 
It  helped  the  brave  men  to  lead  in  the  hunt. 
It  helped  all  the  people  to  do  their  part. 
Only  brave  men  were  given  a  chance  to  lead 

the  hunting  dance. 
Each  one  led  the  best  that  he  could. 


A  leader 


How  People  Learned  to  Hunt  Large  Animals       121 

The  people  always  chose  the  man  that  they 

thought  led  the  best. 
This  man  led  them  all  in  the  hunt  the  next 

day. 


THINGS   TO    DO 


Let  any  one  who  icon  Id  like  to  lead  in  a  hunt,  lead  in  a 

/inn ting  dance. 
When  all  have  led  who  wish  to  do  so,  let  the  class  choose 

the  one  who  led  the  best. 


xxx. 

THINGS   TO   THINK  ABOUT 

Why  do  you  think  the  Tree-dwellers  liked  their  brave 

men  best  ? 
How  do  you  think  they  helped  them  to  become  more 

brave  ? 
Can  you  think  why  people  had  not  yet  learned  to  wear 

clothing? 
Why  would  they  care  more  for  ornaments  at  first? 
Have  you  ever  heard  any  one  speak  of  "a  feather  in 

one's  cap"? 
Can  you  tell  what  is  meant  by  it  ? 
What  kind  of  ornaments  do  you  like  to  wear  ? 
Do  you  know  how  to  make  them  ? 
Can  you  make  such  ornaments  as  the  Tree-dwellers 

wore  ? 


122  The  Tree-dwellers 

Why  People  Began  to  Wear  Ornaments 

The  fire  clan   played  a  hunting  dance  each 

night. 
They  hunted  every  day. 
They  began  to  attack  the  larger  animals. 
Brave  men  were  needed  to  do  this. 
Men  liked  to  show  that  they  were  brave. 
So  they  kept  trophies  of  their  conflicts  with 

the  wild  beasts. 
These    trophies    were    sometimes   teeth   and 

claws. 
Sometimes    they    were    beautiful    skins    and 

feathers. 
When  men  found  the  time  they  worked  upon 

them. 

They  made  them  into 

curious  ornaments. 

It    was    hard    work    to 

bore  holes   through 

the  teeth  and  claws. 

Wa  necklace  of  claws  But  they  learned  to  do  it. 


"They  strung  them  about 
their  necks 


Why  People  Began  to  Wear  Ornaments  123 

They    strung    them    on 

sinews  and  hunij  them 

about  their  necks. 
Sometimes    they    wore  g 

them    on    their    arms 

and  wrists. 
Sometimes    they    wore 

them  on  their  ankles 

and  knees. 
They  made  head-dresses  of  the  feathers. 
They  covered  their  shoulders  with  the  skins. 
Men  did  not  wear  skins  to  keep  themselves 

warm. 
They  wore  them  to  show  that  they  were  brave. 

Such  trophies  were  worn  by  all  the  brave  men. 
These  men  were  the  leaders  in  time  of  danger. 
When  they  were  successful  in  the  hunt,  the 

people  praised  them. 
When  they  failed,  the  people  mocked  them. 
So  they  tried  to  do  their  work  well. 
They  tried  to  find  the  best  stones  for  tools 

and  weapons. 


124  The  Tree-dwellers 

They  worked  until  they  made  them   sharp 

and  strong. 
They  studied  the  animals  until  they  learned 

their  ways. 
They  taught  the  people  the  hunting  dance. 
They  kept  the  trophies  of  their  brave  deeds. 
They  were  brave  men. 
All  the  people  praised  them. 

THINGS  TO   DO 

Tell  a  story  of  how  Bodo  earned  a  trophy. 

Find  ornaments  that  you  thiiik  the  leaders  might  have 
zucrn. 

Dress  some  dolls  the  way  you  think  that  the  leaders 
dressed. 

Perhaps  you  would  like  to  string  seeds  and  make  a  neck- 
lace. 


XXXI. 

THINGS   TO   THINK  ABOUT 

What  animals  live  in  the  cold  north  ? 

Do  they  like  to  live  there  ? 

Would  3Tou  be  surprised  if  any  of  these  animals  came 

here  to  live  ? 
If  they  came,  what  do  you  think  it  would  mean  ? 


The  Coming  of  the  Musk  Sheep 


125 


The  strange  musk  sheep 


The  Coming  of  the  Musk  Sheep 

One  day  long  after  Bodo  lived  some  men 
went  up  the  valley  to  hunt. 

They  had  not  gone  far  when  the  leader  waved 
his  hand. 

All  the  men  stopped  to  find  out  what  he 
wanted. 

He  pointed  to  a  herd  of  strange  animals  feed- 
ing on  the  rocky  slope. 

Then  he  motioned  to  show  them  what  to  do. 

He  sent  some  of  the  men  up  the  trail  to  the 
right. 

He  motioned  for  others  to  go  to  the  left. 


126  The  Tree-dwellers 

He  wanted  to  surround  the  animals. 

The  strange  creatures  soon  caught  sight  of 

the  hunters. 
They  huddled  together  like  frightened  sheep. 
Then   the   men   thought   they  could   surely 

catch  them. 
They  shouted  aloud  for  joy. 
But  the  animals  turned  and  ran  up  the  slope. 
They  jumped  over  rocks  and  chasms  with 

ease. 
They  were  soon  out  of  sight. 
How  disappointed  the  hunters  were  ! 
They  did    not   know   what    these    strange 

animals  were. 
They  did  not  know  from  what  place  they  had 

come. 
They  wondered  why  they  had  come  to  their 

land. 
Perhaps  you  would  like  to  know. 
They  were  musk  sheep  that  had  come  from 

the  cold,  cold  north. 
They  were  used  to  treeless,  desolate  places. 


The  Coming  of  the  Musk  Sheep  127 

They  were  used  to  eating  moss  and  young 
shoots  of  the  willow. 

They  looked  something  like  sheep  and  some- 
thing like  oxen. 

Sometimes  they  are  called  musk  oxen. 

They  looked  something  like  the  bison. 

Sometimes  they  are  called  musk  bison. 

Does  it  seem  strange  that  the  musk  sheep 
should  leave  their  cold  home  and  come  to 
the  land  where  the  Tree-dwellers  had 
lived  ? 

It  was  not  so  strange  as  it  seemed. 

Many  years  had  passed  since  the  Tree-dwell- 
ers lived. 

It  was  no  longer  warm  on  the  wooded  hills. 

There  was  snow  on  the  ground  the  greater 
part  of  the  year. 

After  manv  years  it  became  verv  cold. 

Then  all  the  animals  came  down  from  the 
north. 

The  coming  of  the  musk  sheep  was  the  sign 
of  the  coming  cold. 


128  The  Tree-dwellers 

THINGS  TO   DO 

Bend  your  arms  to  show  how  the  musk  sheep's  horns 

curve. 
How  do  you  think  the  mask  sheep  used  its  horns  ? 
Model  a  musk  sheep  in  clay. 


XXXII. 

THINGS  TO  THINK  ABOUT 

What  animals  stay  here  in  the  winter  ? 
How  do  they  keep  warm  ? 
How  do  they  rind  food  ? 

The  Woolly  Rhinoceros 

About  the  same  time  that  the  musk  sheep 
came  from  the  north,  another  strange  ani- 
mal appeared. 

It  was  a  huge  creature. 

Not  one  like  it  has  lived  for  ages. 

It  was  a  woolly  rhinoceros. 

The  big-nosed  rhinoceros  liked  to  live  where 
it  was  warm. 

It  lived  on  the  wooded  hills  before  the  Tree- 
dwellers  did. 


The  Woolly  Rhinoceros  129 

The  small-nosed  rhinoceros  liked  the  warm 
country,  too. 

It  came  from  the  south  when  the  Tree-dwell- 
ers appeared. 

But  the  woolly  rhinoceros  came  down  from 
the  north. 

It  was  able  to  live  in  the  cold. 

It  had  an  inner  coat  of  fine  curly  wool. 

This  coat  kept  it  warm. 

It  had  a  coarse,  hairy  outer  coat. 

This  coat  kept  it  from  feeling  heavy  blows. 

It  had  two  horns  on  its  ugly  snout. 

They  kept  it  safe  from  harm. 

When  it  was  not  disturbed  it  was  a  peaceable 
animal. 

But  when  it  was  attacked  there  was  no  ani- 
mal that  was  more  fierce. 

The  other  animals  learned  to  let  it  alone. 

Sometimes  the  wolves  and  hyenas  frightened 
it  over  a  precipice. 

But  it  was  a  lone*  time  before  men  tried  to 
hunt  it. 


130  The  Tree-dwellers 


THINGS  TO   DO 


Tell  a  story  of  how  the  wild  animals  were  taught  to  lei 

the  woolly  rhinoceros  alone. 
See  if  you  can  find  an  animal  that  has  both  an  inner 
and  an  outer  coat. 


XXXIII. 

How  We  Have  Learned  About  the 
Tree-dwellers 

The  Tree-dwellers  lived  such  a  long  time  ago 
that  we  do  not  know  all  that  they  did. 

But  they  have  left  some  things  to  tell  their 
story. 

A  few  of  their  bones  and  stone  weapons  have 
been  found  in  the  gravel. 

We  have  learned  something  about  the  Tree- 
dwellers  from  studying'  these. 

J  o 

Bones  of  animals  that  lived  then  have  been 

found  in  the  caves. 
They  tell  something  more  about  the  liie  of 

the  Tree-dwellers. 


How  We  Have  Learned  About  the  Tree-dwellers     131 

Marks  of  plants  have  been  found  upon  the 
rocks. 

They,  too,  help  to  tell  the  story. 

Wise  men  have  studied  all  these  things. 

They  have  tried  to  learn  all  that  they  could 
about  these  people. 

We  have  written  their  story  in  this  book  for 
you,  so  that  you  may  know  how  our  fore- 
fathers lived  before  they  learned  how  to 
use  fire. 


THE  test  of  a  book  is  the  service  it  can  render.  The  character 
of  the  service  demanded  by  it  is  determined  by  the  needs  of 
those  to  whom  it  is  devoted.  This  book  was  not  written  for 
the  child  of  five  or  six  years,  although  children  of  that  age  have 
shown  an  interest  in  it.  The  child  of  five  or  six  is  absorbed  in 
the  activities  of  his  own  home  and  his  immediate  environment. 
His  own  neighborhood  may  well  constitute  the  chief  source  from 
which  to  draw  the  subject-matter  in  these  early  years.  Even 
though  many  of  the  processes  that  he  observes  are  complex,  it 
matters  little  to  the  child  at  this  time ;  for  so  easily  do  they  lend 
themselves  to  dramatic  play  that  they  cause  him  little  difficulty. 
The  child  at  this  time,  therefore,  has  no  need  of  this  book. 

But  there  comes  a  time  when  the  ideal  and  the  real  world  beofin 
to  separate.  No  longer  content  with  a  "make-believe"  process, 
and  unable  to  control  the  complex*  processes  of  modern  life,  he 
feels  a  need  that  cannot  be  satisfied  by  the  resources  of  his  neigh- 
borhood alone.  There  is  need  of  looking  elsewhere  in  order  to 
find  experiences  that  are  sufficiently  related  to  his  spontaneous 
activities  to  enlist  his  attention,  and  sufficiently  related  to  what  is 
best  in  the  society  in  which  he  lives  to  form  legitimate  subject- 
matter  for  this  period  of  development.  The  materials  which 
constitute  the  subject-matter  of  this  book  have  been  selected  and 
arranged  with  reference  to  the  needs  of  the  child  at  such  a  time. 
It  is  the  child  of  six  and  a  half  or  seven  years  for  whom  this  book 
is  intended. 

[  132  ] 


Suggestions  to  Teachers  133 

Were  it  not  true  that  so  many  books  that  are  written  for  chil- 
dren have  little  regard  for  real  facts,  it  would  seem  unnecessary  to 
state  that  in  no  case  has  material  been  introduced  into  this  book 
which  cannot  be  justified  by  reference  to  a  recognized  authority 
in  anthropology,  paleontology,  or  geology.  The  story-form  by 
means  of  which  these  facts  are  conveyed  is  merely  a  literary 
device  for  bringing  home  to  the  child  the  truth  that  has  thus  far 
been  ascertained  regarding  the  fundamental  steps  in  the  develop- 
ment of  our  industrial  and  social  institutions. 

The  portrayal  of  the  situation  which  caused  our  early  fore- 
fathers to  rob  birds'  nests  and  kill  young  animals  will  no  doubt 
shock  the  sentimentalist  who  orders  eggs  or  veal  as  a  matter  of 
course.  There  might  be  good  ground  for  his  feeling  were  there 
not  present  in  the  child  the  instinct  to  do  similar  deeds  even 
though  living  under  social  conditions  that  do  not  justify  such  acts. 
Any  one  who  will  take  the  trouble  to  recall  his  own  childhood,  or 
to  make  the  acquaintance  of  children  of  six  and  a  half  or  seven 
years,  will  realize  that  such  instincts  are  present,  and  that  they 
must  find  expression  in  one  form  or  another.  Is  it  wise  to  ignore 
the  facts  of  the  case  and  allow  the  child  to  form  the  habit  of  grati- 
fying his  blind  instincts,  or  shall  we  recognize  the  situation  and 
meet  it  with  all  the  wisdom  at  our  command?  Is  it  not  the 
better  plan  to  tell  the  child  frankly  of  the  way  in  which  people 
lived  at  the  time  when  they  did  what  he  would  like  to  do  now. 
and  lead  him  to  discover  the  changes  that  have  taken  place  that 
lead  us  to  disapprove  of  actions  which,  under  different  conditions, 
were  considered  good  ? 

The  teacher  who  knows  that  she  has  good  ground  for  her  con- 
victions is  not  afraid  to  look  upon  a  question  from  all  sides.  The 
fact  that  the  teacher  is  willing  to  look  at  a  question  from  the  child's 
point  of  view  is  a  means  of  establishing  sympathetic  relations 
between  her  and  the  child,  who  thus  becomes  willing  to  look  at  the 
question  from  the  teacher's  point  of  view.  A  sounder  morality  can 
be  developed  by  honestly  facing  the  facts  with  the  child  and  by 


134  The  Tree-dwellers 

giving  him  the  benefit  of  a  broader  experience,  than  by  leaving 
him  to  face  the  situation  alone  in  the  light  of  but  part  of  the  facts. 
The  problems  with  which  the  child  at  this  time  is  grappling  are  so 
similar  in  character  to  those  of  the  race  during  the  early  periods 
of  its  development  that  they  afford  the  child  a  rich  background 
of  experience  suited  to  his  own  needs.  The  successful  solution  of 
these  problems  is  as  important  with  reference  to  the  development 
of  the  individual  to-day  as  then  in  determining  the  welfare  of  the 
race.  A  firm  basis  for  the  development  of  the  intellectual,  the 
moral,  and  the  physical  life  can  thus  be  laid  at  this  time  by  a  wise 
use  of  the  experiences  of  the  race  when  it  was  laying  the  founda- 
tions upon  which  our  civilization  rests.  It  must  be  remembered 
that  there  is  as  wide  a  difference  between  the  real  situation  in  the 
hunting  life  and  the  scenes  depicted  in  this  book  as  there  is  be- 
tween the  real  attitudes  of  primitive  people  and  those  of  the  child, 
which  are  idealized  forms  of  the  same  attitudes.1  The  child  would 
shrink  in  terror  from  the  real  conflict.  His  interest  is  in  the 
dramatized  form.  If  this  dramatic  interest  of  the  child  is  satis- 
find,  it  can  be  made  to  pay  tribute  to  the  sciences  and  the  arts.  If 
it  is  ignored  or  repressed,  it  is  liable  to  find  expression  in  acts 
of  cruelty. 

METHOD 

The  subject-matter  is  presented  with  the  view  of  economizing 
the  energy  of  the  teacher  as  well  as  that  of  the  child.  The  attempt 
has  been  made  to  base  each  lesson  upon  the  experience  of  the  child 
or  at  least  upon  that  which  he  may  be  enabled  to  experience  if  he 
has  not  yet  done  so.  This  experience  is  so  treated  as  to  secure 
problems  for  advance  thought.  The  purpose  of  "  Tilings  to  Think 
About"  is  to  awaken  the  inquiring  attitude.  It  is  at  this  point  of 
the  lesson  that  the  child  is  given  the  opportunity  he  prizes  so 
highly  of  telling  what  he  has  seen,  heard,  or  done.     Here  he  meets 


i  See  Katharine  E.  Dopp,  "  Some  Steps  in  the  Evolution  of  Social  Occupations,"  The  Elemen- 
tary School  Teacher,  May  and  September,  1903.    The  University  of  Chicago  Press. 


Suggestions  to  Teachers  135 

with  the  new  problems  which  compel  him  to  reconstruct  his  expe- 
riences. The  printed  questions,  which  map  out  the  main  features 
in  the  development  of  the  lesson,  should  be  discussed  freely.  Care 
should  be  taken  to  avoid  mechanical  answers.  It  is  much  better 
to  leave  questions  unsettled,  or  to  leave  the  subject  with  several 
different  solutions  that  the  different  children  have  worked  out, 
than  it  is  to  secure  uniformity  by  imposing  upon  the  child  the 
judgment  of  the  teacher  or  of  the  author  of  the  text.  In  case  of  a 
necessary  delay  in  answering  a  question  on  account  of  a  lack  of 
related  experience,  the  teacher  should  use  the  means  that  are 
available  for  supplying  the  child  with  the  necessary  experience. 
If  the  printed  questions  are  discussed  before  the  story  is  read 
there  will  be  less  danger  of  a  mechanical  use  of  the  book  than 
might  arise  from  the  habit  of  reading  the  story  first  and  making 
answers  to  the  questions  so  as  to  fit  the  story. 

The  Story.  The  function  of  the  story  is  to  supply  the  child  with 
racial  experiences  that  will  enrich  his  own  more  narrow  personal 
experience.  It  is  not  intended  merely  to  please  but  to  present 
facts  in  a  form  which  the  child  can  understand.  By  using  the  simple 
form  of  a  sequence  of  sentences,  each  sentence  standing  by  itself, 
less  difficulty  is  presented  to  the  child  in  reading  than  if  the  para- 
graph form  had  been  employed.  The  greater  ease  with  which  the 
young  child  reads  this  style,  together  with  the  fact  that  the  rhythm 
in  a  majority  of  the  stories  is  of  a  character  in  keeping  with  the 
subject,  and  readily  appreciated  by  the  child,  seem  to  justify  the 
use  of  this  style  for  a  few  months  of  the  child's  life. 

Tilings  to  Do.  The  teacher  should  use  her  judgment  in  regard 
to  how  many  of  these  suggestions  it  is  best  to  carry  out  in  the 
school  hours.  In  schools  where  little  work  has  yet  been  done  in 
pantomime,  drawing,  modeling,  and  other  kindred  modes  of  activ- 
ity, it  will  probably  be  the  better  plan  to  have  many  of  the  sugges- 
tions carried  out  in  hours  of  play.  If  the  teacher  takes  an  interest 
in  what  the  child  does  outside  of  school  hours  as  well  as  in  what  he 
does  in  regular  recitation  and  work  periods,  and  if  she  utilizes  the 


136  The  Tree-dwellers 

experiences  of  the  child  that  are  gained  in  informal  ways,  she  will 
have  no  difficulty  in  securing  the  heartiest  cooperation  in  the  work 
ji  the  school.  Where  constructive  work  has  already  been  intro- 
duced, the  teacher  will  have  no  difficulty  in  selecting  from  the 
suggested  activities  those  that  are  best  adapted  to  her  purpose. 
She  should  always  feel  free  to  substitute  for  any  of  the  printed 
suggestions  others  that  may  more  nearly  meet  the  needs  of  the 
ehild  in  the  locality  in  which  she  lives. 

TYPICAL  MODES  OF  ACTIVITY 

"  If  there  is  one  principle  more  than  another  upon  which  all  educational  practice, 
not  simply  education  in  art,  must  base  itself,  it  is  precisely  in  this  :  that  the  realiza- 
tion of  an  idea  in  action  through  the  medium  of  movement  is  as  necessary  to  the 
formation  of  the  mental  image  as  is  the  expression,  the  technique,  to  the  full  play  of 
the  idea  itself." — John  Dewey. 

Gesture  and  Pantomime.  The  muscular  sense  is  the  foundation 
sense  from  which  all  the  others  have  been  derived.  Perceptions 
through  sight  and  hearing  are  uncertain,  often  requiring  to  be 
verified  by  the  use  of  the  muscular  sense  or  even  by  the  use  of 
smell  or  taste.  Knowledge  gained  through  the  use  of  sight  and 
hearing  may  be  superficial ;  that  which  comes  through  the  use  of 
the  muscular  sense  is  wrought  into  the  very  fiber  of  one's  being. 

Among  the  more  simple  modes  of  using  the  muscular  sense 
are  gesture  and  pantomime.  They  are  within  the  reach  of  every 
teacher.  They  require  no  materials.  A  worthy  idea  and  the 
desire  to  communicate  it  are  the  essential  conditions  for  profitable 
work.  Gesture  and  pantomime  are  too  powerful  tools  in  education 
to  be  used  carelessly.  The  teacher  should  aid  the  child  in  dis- 
covering the  real  motive  which  animated  the  character  to  be 
represented.  She  should  appeal  to  the  best  in  the  child.  In  so 
doing  she  will  be  able  to  use  gesture  and  pantomime  in  such  a 
way  as  to  transform  activities,  which  when  undirected  are  liable 
to  degenerate  into  vicious  habits,  into  activities  of  great  moral 
significance. 


Suggestions  to  Teachers  137 

Teachers  who  have  tried  gesture  and  pantomime  as  a  prepar- 
atory step  to  other  modes  of  activity  have  found  it  invaluable  as  a 
means  of  securing  a  genuine  growth  of  imagery  and  free  expres- 
sion in  a  variety  of  forms. 

Play.  It  is  now  well  known  that  many  of  the  child's  sponta- 
neous plays  are  idealized  reproductions  of  the  serious  activities 
of  primitive  people.  It  is  possible  to  make  a  much  larger  use  of 
these  plays  than  has  yet  been  made.  It  is  hoped  that  the  sug- 
gestions that  are  scattered  throughout  the  pages  of  this  and  the 
succeeding  volumes  of  this  series  will  enable  the  teacher  to  make 
a  large  use  of  this  most  important  educational  force. 

Sand  Modeling.  Almost  every  child  has  had  experience  in  sand 
modeling  before  coming  to  school.  The  part  of  the  teacher  is  to 
enable  him  to  make  use  of  this  habit  with  reference  to  new  ends. 
One  who  has  not  learned  through  experience  the  value  of  this  art 
is  scarcely  in  a  position  to  realize  what  a  stimulus  it  is  to  the 
growth  of  definite  images  of  geographical  forms.  When  based 
upon  observation,  as  it  always  should  be,  it  is  unsurpassed  as  a 
mode  of  developing  and  communicating  adequate  conceptions  of 
topographical  features.  Sand  pans  should  be  provided  so  that 
there  will  be  at  least  one  pan  for  every  two  children.  If  each 
child  can  have  a  pan,  the  conditions  will  be  still  more  favorable. 
Whether  sand  pans  are  available  or  not.  every  primary  school- 
room should  be  supplied  with  a  large  sand  box  —  two  or  three  if 
there  is  room  for  them.  Excellent  results  haT.  e  been  attained  in 
many  schools  by  modeling  typical  areas  an  2  representing  in  a 
graphic  way  the  life  of  the  place.  If  the  sand  box  is  lined  with 
zinc,  rivers  and  lakes  may  be  represented  with  ease.  In 
there  is  no  zinc  lining,  water  may  be  represented  by  the  use  of  tin 
foil,  or  by  glass  which  may  be  laid  in  the  bottom  of  the  box,  leaving 
onlv  such  portions  uncovered  as  are  needed  in  order  to  reprc 
the  water.  Moss,  twigs,  grass,  stones,  toy  animals  —  all  help  to 
make  the  scene  more  lifelike.  By  sprinkling  the  sand  with  lime 
water  it  hardens  so  as  to  keep  its  shape  for  a  long  time. 


138  The  Tree-dwellers 

Clay  Modeling.  Although  clay  does  not  respond  so  quickly  to 
the  touch  as  sand,  it  preserves  its  shape  more  easily.  The  more 
skill  that  the  teacher  has  in  clay  modeling  the  more  freedom  she 
will  feel  in  the  work,  but  she  should  not  hesitate  to  make  use  of 
this  mode  of  expression  even  though  she  has  to  learn  with  the 
child.  The  aim  is  not  so  much  to  secure  finish  in  details,  or  a 
result  similar  to  that  reached  by  other  people,  as  it  is  to  secure  the 
growth  of  the  image  and  freedom  in  expression.  Only  by  leading 
the  child  to  compare  the  result  of  his  work  with  the  image  in  his 
mind  does  the  image  grow.  By  so  doing,  and  by  referring  to  the 
real  object  when  present,  the  child  gradually  gains  control  over 
this  mode  of  acquiring  and  communicating  ideas. 

It  costs  but  little  to  supply  a  class  with  clay,  for  the  same 
material  may  be  used  again  and  again.  It  is  desirable,  however,  to 
have  a  sufficient  supply  to  permit  the  preservation  of  the  best 
work  for  some  time.  Clay  may  be  bought  ready  mixed  at  art 
stores  and  in  kindergarten  supply  stores.  The  common  gray  clay 
costs  two  or  three  cents  a  pound.  Artists'  clay  costs  five  cents  a 
pound.  A  cheaper  kind  can  be  obtained  of  manufacturers  of  sewer 
pipes.  The  teacher  will  find  suggestions  regarding  the  use  of 
clay  in  Frye's  Child  and  Nature,  pp.  36-8  ;  Kellogg's  Forty  Lessons  in 
Clay  Modeling ;  Prang's  Art  Instruction  in  Primary  Schools,  First 
Year,  pp.  27-39,  Second  Year,  32-43;  and  in  Kate  Douglas  Wiggin 
and  Nora  A.  Smith's  FroebcVs  Occupations,  pp.  32-43.  Excellent 
articles  illustrated  by  the  work  of  children  appear  in  The  University 
Elementary  Record,  which  is  published  by  the  University  of  Chicago 
Press,  Chicago. 

Basketry.  The  materials  of  which  baskets  are  made  are  less 
pliable  than  clay  or  sand,  yet  the  child  of  seven  is  able  to  manipu- 
late some  of  them.  Where  possible  he  should  be  encouraged  to 
exploit  his  environment  in  the  search  for  raw  materials  that  are 
adapted  to  this  purpose.  In  many  localities  tough  grasses,  willows, 
rushes,  or  other  pliable  materials  are  present,  and  even  though  the 
child  finds  little  that  is  adapted  to  the  purpose,  the  mere  search  for 


Suggestions  to  Teachers  139 

materials  enables  him  to  appreciate  the  value  of  the  commercially 
prepared  ones  and  aids  him  in  picturing  these  materials  in  their 
raw  state.  The  pleasant  days  of  autumn  should  be  used  for 
collecting  such  supplies  as  are  available  at  that  time.  These  may 
be  prepared  for  use  and  stored  until  they  may  be  needed  later  in  the 
year.  If  the  child  makes  a  ball  of  braided  grass  he  will  find  many 
ways  of  using  it  later  in  making  baskets,  mats,  cradles,  sandals,  or 
anything  which  he  may  choose  to  make  of  it. 

Where  natural  materials  cannot  be  obtained,  commercially  pre- 
pared ones  may  be  substituted.  Raffia,  uncolored  or  colored  with 
vegetable  dyes,  rattan  reeds,  and  splints  may  be  obtained  wherever 
kindergarten  supplies  are  kept,  as  well  as  in  large  seed  stores  and 
in  most  of  the  department  stores  in  large  cities.  Of  the  many 
books  that  are  appearing  upon  the  subject  probably  none  is  more 
suggestive  with  reference  to  the  significance  of  the  art  than 
George  Wharton  James's  Indian  Basketry,  and  none  more  helpful 
with  reference  to  mastering  the  processes  than  Mary  White's  Hou 
to  Make  Baskets. 

Draining  and  Painting.  Since  these  arts  were  originally  derived 
from  gesture  language,  it  is  not  strange  that  gesture  and  panto- 
mime are  the  best  means  of  preparing  the  child  for  these  modes 
of  communication.  The  child  who  has  difficulty  in  expressing  his 
image  by  means  of  drawing  and  painting  should  be  given  the 
opportunity  to  experiment  by  means  of  pantomime  until  his  image 
has  become  so  clear  that  he  can  express  it  in  a  less  real  way.  Few 
children  fail  to  draw  and  paint  reasonably  well  when  afforded  this 
opportunity  that  should  be  denied  to  none.  In  order  to  secure  the 
best  results  the  teacher  should  be  careful  not  to  repress  spontaneity 
by  criticising  too  severely;  on  the  other  hand  she  should  induce 
the  child  to  make  such  comparisons  of  his  work  with  his  image  and 
with  the  object  when  present,  as  to  prevent  the  formation  of  care- 
less habits  of  work.  Although  water  colors  are  used  in  some  schools, 
such  materials  present  more  difficulties  than  it  seems  worth  the 
while  for  the  child  to  encounter.     More  satisfactory  results  have 


140  The  Tree-dwellers 

thus  far  been  reached  by  the  use  of  blackboard  crayon,  colored 
crayon,  and  charcoal. 

Language.  When  the  child  talks  about  what  he  has  experi- 
enced, his  language  is  almost  invariably  simple  and  direct.  The 
lessons  in  this  book  afford  ample  opportunity  for  the  use  of  the 
fundamental  forms  of  language  in  communicating  actual  experi- 
ence. Many  of  the  stories  may  veil  be  supplemented  by  stories 
that  the  child  tells  himself.  Care  should  be  taken,  however,  to 
keep  the  child  within  the  limits  of  what  was  possible  during  the 
age  to  which  his  story  refers.  Much  benefit  is  derived  from  allow- 
ing the  children  of  the  class  to  dramatize  a  story  after  they  have 
read  it  and  represented  it  by  means  of  pantomime.  Although 
there  is  ample  room  for  written  work,  it  is  oral  rather  than  written 
language  that  should  receive  emphasis  at  this  time. 

Field  Lessons.  The  geographical  phases  of  the  work  are  referred 
to  so  frequently  throughout  the  text  as  well  as  under  the  special  sug- 
gestions for  each  lesson,  that  little  need  be  added  at  this  time  except 
to  emphasize  the  fact  that  the  teacher  should  make  use  of  every 
opportunity  to  cultivate  in  the  child  an  intelligent  interest  in  his 
natural  environment.  Perhaps  nothing  will  contribute  more  toward 
developing  this  interest  than  field  lessons.  The  value  of  these  les- 
sons will  depend  upon  whether  an  adequate  motive  is  aroused  in 
the  child  for  taking  the  trip  and  upon  whether  he  is  given  the  oppor- 
tunity to  make  use  of  the  experience  gained  in  a  practical  way. 
There  are  schools  in  crowded  quarters  of  large  cities  where  it  does 
not  yet  seem  practicable  to  take  an  entire  class  out  on  a  field  lesson. 
But  it  is  always  feasible  to  make  use  of  informal  observations  that 
the  child  makes  from  day  to  day  as  well  as  the  results  of  trips  that 
have  previously  been  taken  by  some  members  of  the  class.  During 
the  time  that  this  book  is  used  it  is  hoped  that  at  least  two  or  three 
of  the  following  field  trips  or  excursions  may  be  made : 

i.  To  uncultivated  spots  on  hillsides,  in  the  woods,  and  on 
natural  meadows  to  find  — 

(a)  A  place  where  the  Tree-dwellers  might  have  lived. 


Suggestions  to  Teachers  141 

(b)  Wild  foods,  and  to  discover  if  possible  the  reasons  for 

abundance  or  scarcity  of  certain  forms. 

(c)  Trees  that  offer  protection  from  the  sun  and  rain,  and 

branches  that  are  tough  and  strong. 
•  Suitable  sticks  for  primitive  implements  and  weapons. 
Grasses,  barks,  willows,   rushes,  and   other   tough   and 
flexible  fibers  for  basketry. 
{/)  The  topographical  features  which  later  are  to  be  repre- 
sented in  sand. 
(g)  What  animals  now  live  in  uncultivated  places. 

2.  To  a  brook  or  river  to  find  — 

{a)  The  best  drinking-places  for  animals. 
\b)   The  best  fords. 

(c)  The  best  places  to  build  bridges. 

(d)  Stones  for  primitive  implements  and  weapons. 
How  the  river  grinds  the  stones. 

(/)  What  the  river  carries  in  its  water. 

(g)  What  plants  and  animals  may  be  seen  there. 

3.  To  a  circus  to  see  the  wild  animals,  so  as  to  be  better  able 
to  realize  what  the  animals  that  lived  when  the  Tree-dwellers  did 
were  like. 

4.  To  a  farm  to  find  — 

0)  What  animals  live  there,  how  they  are  taken  care 
and  how  they  differ  from  wild  animals. 

(b)  What  plants  are  cultivated  on  the  farm  and  in  the 

dens,  how  they  are  cultivated,  and  how  they  differ 
from  the  wild  plants  that  can  be  found  in  uncultivated 
spots. 

5.  To  a  gravel  bed  or  stone  quarry  to  find  — 

What  kinds  of  stone  are  there. 
(b)   How  stone  is  quarried  and  what  it  is  used  for. 
(f)    A  problem  with  reference  to  how  the  gravel  bed  or  the 
stone  quarry  was  made. 


142  The  Tree-dwellers 

SUPPLEMENTARY   FACTS 

The  child  asks  many  questions,  some  of  which  are  difficult  to 
answer.  Since  what  has  been  ascertained  regarding  the  period 
during  which  the  Tree-dwellers  lived  is  not  contained  in  books 
that  are  generally  available,  it  has  seemed  best  to  present  at  this 
time  such  summarized  statements  as  will  furnish  the  teacher  with 
the  facts  that  she  may  need. 

ANIMAL   LIFE 

Extinct  Species.  Among  the  animals  of  the  mid-Pleistocene 
period  that  have  since  become  extinct  were  the  Irish  deer ;  the 
big-nosed,  the  small-nosed,  and  the  woolly  rhinoceros ;  the  mam- 
moth ;  the  cave-bear ;  and  a  sabre-toothed  f elis  {Mac hair odns  lati- 
dens),  sometimes,  though  incorrectly,  referred  to  as  the  cave-tiger. 

The  Rhinoceros.  The  big-nosed  and  the  small-nosed  rhinoceros 
came  to  western  Europe  from  the  south.  The  former  came  the 
earlier  and  stayed  until  the  late  Pleistocene  period,  when  the  later 
cavemen  hunted  the  reindeer.  During  this  period  it  became 
extinct.  As  the  climate  became  severe,  both  species  may  have 
migrated  south  each  winter.  It  would  have  been  possible,  how- 
ever, for  them  to  remain,  for  they  were  well  adapted  to  a  cold 
climate.  It  is  interesting  to  know  that  many  of  our  popular  tales 
of  dragons  originated  in  connection  with  the  discoveries  of  the 
huge  bones  of  these  creatures,  which  could  be  accounted  for  in  no 
other  way. 

Our  information  regarding  these  creatures  is  exceedingly 
meager.  They  are  characterized  as  dull-witted  creatures  with  dim 
eyesight,  exceedingly  impulsive  and  dangerous.  They  rarely 
attacked  other  animals,  for  they  lived  upon  vegetable  food ;  but  if 
they  were  molested  they  were  formidable  creatures.  At  such 
times  they  would  root  up  young  trees  with  their  tusks,  and  pierce 
and  rend  the  bodies  of  their  most  powerful  assailants.  A  full 
grown  rhinoceros  was  seldom  attacked  by  even  a  mammoth  or  the 


Suggestions  to  Teachers  143 

sabre-toothed  felis.  Its  thick  skin  served  as  an  impervious  shield, 
protecting  it  from  the  most  powerful  blows  of  the  fiercest  animals. 
It  is  quite  probable  that  packs  of  hyenas  and  wolves  learned  to 
take  advantage  of  precipices,  and  that  they  frightened  the  rhinoc- 
eros over  the  brink,  thus  disabling  him  so  that  he  became  an  easy 
prey. 

The  woolly  rhinoceros  came  down  from  the  north  during  mid- 
Pleistocene  times  and  was  protected  from  the  cold  by  a  fine  inner 
coat  which  resembled  wool,  and  a  coarse  hairy  outer  coat.  This 
species  was  abundant  until  the  close  of  the  Pleistocene  period, 
when  it  became  extinct.  What  is  stated  above  with  reference  to 
the  characteristics  of  the  rhinoceros  applies  equally  well  to  this 
species. 

Very  little  has  been  written  concerning  these  extinct  species 
that  is  satisfactory  for  the  teacher's  use.  Brief  accounts  can  be  found 
in  Hutchinson's  Extinct  Monsters,  p.  225;  in  Stanley  Waterloo's  The 
Story  of  Afi,  p.  71  ;  and  in  an  article  by  E.  D.  Cope  on  "  Extinct  Ameri- 
can Rhinoceroses,"  in   The  American  Naturalist,  Vol.  XIII.,  771a. 

The  Mammoth,  Professor  Owen,  the  eminent  paleontologist, 
writes :  "  The  mammoth  is  better  known  than  most  extinct  animals 
by  reason  of  the  discovery  of  an  entire  specimen  preserved  in 
the  frozen  soil  of  a  cliff  at  the  mouth  of  the  river  Lena  in  Siberia. 
The  skin  was  clothed  with  a  reddish  wool,  and  with  long  black 
hairs.  It  is  now  preserved  at  St.  Petersburg,  together  with  the 
skeleton." 

The  mammoth  was  not  so  large  as  it  has  sometimes  been 
pictured.  The  largest  was  not  more  than  thirteen  feet  high,  and 
many  were  not  higher  than  nine  or  ten  feet.  Its  body  was  heavier 
than  that  of  the  elephant,  and  its  legs  were  shorter.  It  had  enor- 
mous tusks,  which  it  is  thought  were  sometimes  used  as  crowbars 
in  rooting  up  young  trees  in  order  to  get  the  branches  for  food. 
It  is  thought  that  several  mammoths  cooperated  in  this  work.  Pro- 
fessor Owen  writes:  "The  tusks  of  the  extinct  Elcphasprimcgcnius,  or 
mammoth,  have  a  bolder  and  more  extensive  curvature  than  those 


144  The  Tree-dwellers 

of  the  Elephas  Indicus.  Some  have  been  found  which  describe  a 
circle,  but  the  curve  being  oblique,  they  thus  clear  the  head,  and 
point  outward,  downward,  and  backward.  The  numerous  fossil 
tusks  of  the  mammoth  which  have  been  discovered  and  recorded 
may  be  ranged  under  two  averages  of  size,  the  larger  ones  at  nine 
feet  and  a  half,  the  smaller  at  five  feet  and  a  half  in  length.  The 
writer  has  elsewhere  assigned  reasons  for  the  probability  of  the 
latter  belonging  to  the  female  mammoth,  which  must  accordingly 
have  differed  from  the  existing  elephant  of  India,  and  have  more 
resembled  that  of  Africa,  in  the  development  of  her  tusks,  yet 
manifesting  an  intermediate  character  of  smaller  size.  Of  the 
tusks  assigned  to  the  male  mammoth,  one  from  the  newer  tertiary 
deposits  in  Essex  measured  nine  feet  ten  inches  in  length,  and  two 
feet  five  inches  in  circumference  at  its  thickest  part."  Mammoth 
tusks  are  collected  in  Siberia  as  an  article  of  commerce.  The 
ivory  is  little  altered. 

From  the  examination  of  the  contents  of  the  stomach  of  a 
mammoth  that  was  found  frozen  in  a  marsh  it  has  been  proved 
that  the  mammoth  ate  not  only  the  buds,  cones,  and  tender 
branches  of  trees,  but  the  wood  itself.  Professor  Owen  shows  that 
the  mammoth  was  independent  of  the  seasons  on  account  of  being 
able  to  live  upon  such  a  diet.  The  teeth  of  the  mammoth,  one  of 
which  weighs  seventeen  pounds,  were  well  adapted  to  grinding 
food  that  was  hard  and  tough. 

The  Cave-Bear.  The  cave-bear  differed  from  the  grizzly  of  to-day 
chiefly  in  its  greater  size  and  strength.  An  interesting  story  of 
the  cave-bear  is  found  in  Stanley  Waterloo's  The  Story  of  Ab,  Chap- 
ter XXII.  Ernest  Thompson  Seton's  "  Biography  of  a  Grizzly,"  in 
The  Century  Magazine,  Vol.  LIX.,  pp.  27-40,  will  be  interesting  to 
read  in  this  connection. 

The  Sabre-tootlied  Felis  ( MacJiairodus  latidens).  This  animal  has 
usually  been  spoken  of  as  the  cave-tiger,  but  Professor  W.  Boyd 
Dawkins  has  shown  that  it  was  no  more  closely  allied  to  the  tigers 
than  to  other  felines,  and  that  "  the  very  tempting  name  of  '  sabre- 


Suggestions  to  Teachers  145 

toothed  tiger '  must  therefore  be  given  up  as  implying  a  relation- 
ship that  does  not  exist.  It  differs  from  the  genus  Felis  in  the 
enormous  development  of  the  serrated  upper  canines,  as  well  as 
the  presence  of  a  third  lobe  on  the  sectorial  edge  of  the  upper 
premolar."  It  was  a  peculiarly  destructive  animal,  its  teeth  being 
described  as  "uniting  the  power  of  a  saw  with  that  of  a  knife." 
The  canine  tooth  of  this  animal  is  the  most  perfect  instrument  for 
piercing  and  dividing  flesh  known.  It  belonged  to  the  southern 
group  of  mammalia ;  and,  as  the  winters  became  cold,  it  probably 
migrated  each  fall.  Although  it  was  never  abundant  it  was  much 
feared.  Remains  of  similar  animals  have  been  found  in  the 
United  States  mingled  with  the  bones  of  the  mammoth. 

Living  Species.  Of  the  living  species  there  were  present  in  mid- 
Pleistocene  times,  the  brown  bear,  the  grizzly  bear,  the  wolf,  the 
fox,  the  stag,  the  roe,  the  urus  or  the  wild-ox,  the  aurochs  or  Euro- 
pean bison,  the  hippopotamus,  the  horse,  the  wild  boar,  the  beaver, 
the  water  rat,  the  lion,  sometimes  spoken  of  as  the  cave-lion  and 
being  the  same  species  as  the  Felis  leo  of  to-day,  the  lynx,  the 
panther  or  leopard,  the  wild  cat,  the  spotted  hyena,  the  otter,  the 
musk  sheep,  and  the  marmot.  No  animal  was  domesticated  at 
this  time. 

The  Urns.  The  urus,  which  is  the  representative  of  the  wild 
cattle  of  this  period,  is  the  ancestor  of  cur  long-horned  cattle,  and 
should  be  distinguished  from  the  short-horned  cattle  that  appear 
in  western  Europe  in  the  prehistoric  period  m  a  domesticated 
state.  The  wild  bulls  were  formidable  antagonists  when  enraged. 
It  is  thought  by  some  that  the  Chilling-ham  cattle  are  descendants 
of  the  urus.  The  color  of  the  urus  is  not  known  Some  think 
that  it  was  white,  but  others  doubt  that  the  species  would  have 
been  able  to  survive  with  such  a  conspicuous  covering.  On 
account  of  their  fear  ot  the  beasts  of  prey  the  wild  cattle  probably 
kept  under  cover  of  the  trees  during  the  day  and  went  out  to  the 
grassy  uplands  only  when  darkness  came  on.  The  feeding  grounds 
of  the  grass-eating  animals  determined  the  haunts  of  the  beasts  of 
10 


146  The  Tree-dwellers 

prey.  When  wild  cattle  are  attacked,  the  larger  animals  in  the 
herd  surround  the  younger  and  weaker  so  as  to  present  a  wall  of 
horns  to  the  assailant.  This  habit  is  not  peculiar  to  wild  cattle, 
but  is  quite  characteristic  of  all  grass-eating  animals. 

The  Wild  Horse.  The  steps  in  the  evolution  of  the  horse  are 
stated  so  fully  in  the  text  that  it  is  not  necessary  to  repeat  them 
here.  Almost  any  good  text  in  geology  gives  the  same  facts.  It 
should  be  remembered  that  horses  with  more  than  one  toe  on 
each  foot  did  not  live  when  the  Tree-dwellers  did,  but  during 
earlier  periods.  The  teacher  who  wishes  to  read  further  regard- 
ing the  wild  horse  will  find  materials  in  the  Century  Dictionary 
under  horse,  in  Chambers'  Encyclopedia,  in  H.  N.  Hutchinson's  Crea- 
tures of  Other  Days,  in  N.  S.  Shaler's  Domesticated  Animals,  and  in 
McClures  Magazine,  Vol.  15,  p.  512. 

The  Musk  Sheep.  The  appearance  of  the  musk  sheep  in  west- 
ern Europe  during  the  mid-Pleistocene  period  marked  the  change 
that  was  beginning  to  take  place  in  the  climate.  As  the  climate 
increased  in  severity  all  the  arctic  species  came  down  from  the 
north  and  occupied  the  land  during  the  late  Pleistocene  period. 
The  musk  sheep  is  the  most  arctic  in  its  habits  of  any  of  the  herbi- 
vores, and  at  the  present  time  is  restricted  to  the  high  latitudes  of 
North  America.  It  thrives  in  desolate,  treeless,  barren  grounds, 
not  even  being  driven  from  its  haunts  by  the  extremest  cold.  It 
is  closely  allied  to  the  species  which  is  the  parent  of  our  domestic 
sheep,  although  that  species  did  not  appear  in  western  Europe 
until  prehistoric  times.  The  musk  sheep  goes  in  herds  of  from 
twenty  to  thirty  individuals,  and  when  alarmed  the  animals  huddle 
together  like  frightened  sheep.  Its  food  is  grass,  lichens,  moss, 
and  tender  shoots  of  the  willow  and  pine.  It  is  much  sought  after 
for  its  skin,  which  makes  a  fine  robe.  It  is  sometimes  known  as 
the  musk  ox  and  occasionally  as  the  musk  bison. 

Plant  Life.  The  characteristic  trees  of  the  mid-Pleistocene 
period  were  evergreen.  Of  these  the  most  abundant  forms  were 
the  spruce,  the  fir,  and  the  yew  tree.     The  trees  which  shed  then 


Suggestions  to  Teachers  147 

foliage  were  represented  by  the  oak  and  the  birch.  The  banks  of 
rivers  were  shaded  by  thickets  of  laurel  and  by  the  sloe,  the  orig- 
inal form  of  the  wild  plum  tree.  The  marshes  afforded  rich  pas- 
tures for  grass-eating  animals  as  well  as  hiding-places,  for  they 
were  partly  covered  by  a  heavy  growth  of  alders.  Wild  peas, 
beans,  stringy-rooted  carrots,  ruta-bagas,  and  turnips  grew  on  the 
hillsides.  The  cabbage  with  its  thick  leaves,  which  had  not  yet 
developed  into  a  head,  was  present.  Seeds  of  grasses  were  avail- 
able, but  not  used,  for  man  had  not  yet  learned  to  gather  them  and 
convert  them  into  nourishing  food.  The  teacher  may  be  inter- 
ested in  referring  to  Candolle's  Origin  of  Cultivated  Plants  and 
Darwin's  Plants  and  Animals  Under  Domestication. 

SPECIAL  SUGGESTIONS 

If  possible  read  the  entire  book,  including  the  preface,  carefully 
before  beginning  the  work.  If  in  addition  to  this  you  can  read 
parts  of  the  following  books  and  articles,  do  so ;  for  in  this  way  it 
will  be  easier  to  grasp  the  full  significance  of  the  work. 

References:  Katharine  E.  Dopp,  The  Place  of  Industries  in  Ele- 
mentary Education,  Chicago,  The  University  of  Chicago  Press; 
-Some  Steps  in  the  Evolution  of  Social  Occupations,"  I.,  II.,  III., 
IV.  The  Elementary  School  Teacher,  Chicago,  December,  1902,  Jan- 
uary, March,  and  April,  1903  ;  "A  New  Factor  in  the  Elementary 
School  Curriculum,"  The  American  Journal  of  Sociology,  Chicago, 
September,  1902.  Dewey  and  Runyon,  The  University  Elementary 
Record,  Chicago,  The  University  of  Chicago  Press. 

Lesson  E  The  child  has  the  right  to  know  what  the  book  that 
he  is  beginning  to  read  deals  with.  This  lesson  is  an  attempt  to 
answer  the  question  that  naturally  comes  to  his  mind  when  open- 
ing the  book.  It  is  hoped  that  it  will  serve  as  a  means  of  enabling 
the  child  to  gain  a  clearer  insight  into  the  practical  activities 
presented  in  the  following  pages  than  would  be  possible  without  a 
consciousness  of  the  goal  toward  which  they  tend.     Although  this 


148  The  Tree-dwellers 

lesson  embodies  a  great  deal  of  the  philosophy  of  life,  it  is  a  phi- 
losophy that  the  child  needs  and  one  which  he  can  readily  under- 
stand when  presented  in  a  simple  form,  and  when  related  to  his 
own  experience.  Unless  it  arouses  questions  from  the  child  it  may 
be  passed  over  somewhat  superficially  at  first,  but  referred  to  again 
and  again  as  occasions  for  its  use  present  themselves. 

Assist  the  child  to  get  the  real  thought  from  the  lesson  by 
conversing  with  him  and  encouraging  him  to  converse  with  his 
parents  and  friends  regarding  the  way  in  which  they  lived  when 
they  were  children,  and  the  improvements  that  have  been  made 
since  then.  Find  out  from  what  countries  the  forefathers  of  the 
children  of  the  class  came  originally,  and  something  of  the  way 
that  they  lived  before  they  came  to  this  country.  In  this  way  the 
child  will  gradually  see  that  what  we  have,  and  what  we  know,  we 
owe  largely  to  the  efforts  of  our  forefathers  who  have  lived  and 
worked  for  many  long  ages.  If  you  can  get  the  child  to  gain  even 
a  slight  appreciation  of  the  privileges  that  he  enjoys,  and  a  respect 
for  honest  labor,  you  will  be  doing  a  much-needed  work. 

This  lesson  should  not  be  passed  without  noticing  the  meaning 
of  these  three  sentences:  "Each  animal  knew  how  to  do  one  thing 
well.  But  the  people  could  do  a  great  many  tilings.  They  could  remem- 
ber, too,  what  had  happened  before."  These  three  sentences  contain 
the  key  to  man's  superiority  over  the  brutes.  Man  at  this  time 
had  a  mind,  but  he  was  only  beginning  to  use  it.  We  have  no 
other  ground  for  thinking  ourselves  superior  to  our  forefathers, 
the  Tree-dwellers,  than  this :  "We  live  at  a  time  when  it  is  possible 
to  take  advantage  of  what  has  been  accomplished  during  many 
long  ages.  Were  we  deprived  of  the  opportunities  thus  presented, 
we  should  find  it  difficult  to  account  for  any  superiority. 

Reference  :  Katharine  E.  Dopp,  The  Place  of  Industries  in  Ele- 
mentary Education,  pp.  16-24. 

Lesson  II.  The  two  questions  raised  serve  to  show  the  child 
that  the  Tree-dwellers  needed  some  of  the  things  that  we  need. 
We  feel  the  need  of  much  that  they  did  not  have,  but  we,  as  well 


Suggestions  to  Teachers  149 

as  the  Tree-dwellers,  need  food  the  most  of  all.  Next  to  food  we 
feel  the  need  of  shelter,  clothing,  and  means  of  protection. 

The  child  is  ready  to  understand  that  Sharptooth  is  a  woman 
who  differs  from  women  to-day  chiefly  in  the  fact  that  she  did  not 
have  as  good  an  opportunity  to  learn.  Help  him  to  be  alert  to  see 
the  admirable  traits  in  Sharptooth's  character.  If  he  wishes  t<  >  have 
her  described,  tell  him  that  she  was  shorter  and  probably  more 
thick-set  than  women  of  to-day ;  that  she  probably  walked  with  a 
bend  at  the  knee ;  that  her  forehead  sloped  backward ;  that  her 
jawbones  were  large  and  strong,  her  chin  small,  and  that  probably 
her  hair  was  a  reddish  color.  These  points  were  omitted  from  the 
lesson  because  they  are  not  regarded  as  essential,  and  their  intro- 
duction might  lead  to  many  questions  which  the  teacher  ought  not 
to  be  expected  to  be  able  to  answer.  They  are  added  here  as  a 
help  to  the  teacher  who  may  be  questioned  concerning  these  points. 
Should  the  teacher  desire  further  information  on  this  subject,  she 
will  find  it  in  the  references  given  below. 

In  places  where  it  is  impossible  for  the  children  to  go  to  an 
uncultivated  place,  the  teacher  may  substitute  for  the  suggestions 
at  the  close  of  the  lesson  other  work.  But  she  should  in  some  wax- 
give  the  child  an  idea  of  grassy  plains,  wooded  hills,  and  dense- 
forests.  Unless  he  has  such  an  experience  as  this  he  will  not  be 
able  to  deal  with  the  problem  of  finding  a  place  where  the  Tree- 
dwellers  might  have  lived.  The  teacher's  problem  at  the  close  of 
this  lesson  is  the  one  that  constitutes  the  central  thought  of  the 
next  two  lessons.  It  is  this:  How  can  the  child  get  such  an 
experience  as  will  enable  him  to  select  a  place  where  the  Tree- 
dwellers  might  have  lived?  In  these  days  of  cheap  transportation 
there  are  few  schools  where  it  is  not  possible  for  some  of  the 
children  to  visit  places  that  are  sufficiently  wild  to  answer  the 
purpose.  By  making  use  of  such  experiences  of  the  children  in 
uncultivated  places  as  they  have  or  they  can  easily  get,  and  by 
supplementing  these  by  means  of  pictures,  stories,  and  sand  model- 
ing, very  satisfactory  results  can  be  obtained. 


150  The  Tree-dwellers 

References  :  Katharine  E.  Dopp,  The  Place  of  Industries  in  Ele- 
mentary Education,  pp.  18,  19,  126,  127;  "Some  Steps  in  the  Evolu- 
tion of  vSocial  Occupations,"  The  Elementary  School  Teacher,  January, 
1903. 

Lesson  III.  The  problem  of  this  lesson  has  already  been  stated. 
The  questions  at  the  beginning  of  the  lesson  serve  to  help  the 
child  to  interpret  what  he  has  observed,  or  what  has  been  illus- 
trated to  him.  The  scene  of  this  lesson  need  not  be  definitely 
located  in  space,  for  this  book  is  a  generalized  account  of  progress, 
not  a  description  of  a  particular  locality.  Should  the  teacher  need 
assistance  in  getting  a  more  adequate  notion  of  a  river  valley,  she 
will  do  well  to  read  the  following  references,  as  well  as  the  chap- 
ters on  river  valleys  in  any  good  textbook  on  geography  or  physi- 
ography. 

References:  N.  S.  Shaler,  First  Book  in  Geology,  pp.  1-4;  Frye, 
Brooks  and  Brook  Basins.  Aspects  of  the  Earth,  chapter  on  "  River 
Valleys." 

Winch  ell,  Walks  and  Talks  in  a  Geological  Field. 

Rollin  D.  Salisbury  and  Wallace  W.  Atwood,  The  Geography  of 
the  Devil's  Lake  Region,  Wisconsin,  pp.  36-58.* 

R.  S.  Tarr,  Elementary  Physical  Geography,  pp.  262-82. 

Lesson  IV.  This  lesson  serves  merely  to  bring  out  the  strik- 
ing contrasts  that  the  geographical  features  mentioned  in  the  last 
lesson  present.  The  child  can  readily  see  why  it  was  necessary 
for  Sharptooth  to  swing  from  branch  to  branch  instead  of  walking 
on  the  ground. 

Lesson  V.  Although  the  father  was  always  more  or  less 
attached  to  the  primitive  group,  it  was  the  mother  and  child  that 
constituted  the  original  family.  Not  until  the  development  of  the 
patriarchal  system  in  the  pastoral  stage  of  culture  was  the  relation 
of  the  father  recognized  as  of  as  great  importance  as  that  of  the 
mother. 


*  Note.    This  pamphlet  may  be  obtained  by  writing  to  Professor  E.  A.  Birge,  State  University, 
Madison,  Wis.,  and  enclosing  thirty  cents.     It  is  Bulletin  No.  5,  Educational  Series  No.  1. 


Suggestions  to  Teachers  151 

The  data  from  which  the  part  of  the  story  that  deals  with  the 
way  in  which  Sharptooth  carried  her  baby  was  constructed  was 
derived  from  the  practices  of  contemporary  tribes  in  the  lowest 
stages  of  culture.  It  is  a  well-known  fact  that  all  young  infants 
during  the  first  few  hours  after  birth  possess  the  power  to  grasp 
and  to  hang  suspended  by  the  hands  for  several  minutes. 

References  :     Loria,  Economic  Foundations  of  Society,  p.  Sy. 

Thwing,  The  Primitive  Family. 

C.  X.  Starcke,  Primitive  Family  in  its  Origin  and  Development. 

G.  L.  Gomme,  "The  Primitive  Human  Horde,"  Journal  of  the 
Anthropological  Institute,  Vol.  XVII.,  pp.  11S-33;  "The  Evolution  of 
the  Family,"  Popular  Science  Monthly,  Vol.  XL.  p.  2?-. 

Ch.  Letourneau,  The  Evolution  of  Marriage  and  the  Family. 

Lessen  VI.  This  lesson  is  important  as  marking  the  beginning 
of  the  textile  industry.  Undoubtedly  the  motive  that  prompted 
the  first  weaving  was  the  love  of  the  mother  for  her  child,  and  her 
desire  to  keep  it  safe  from  harm.  The  materials  were  inevitably 
such  as  the  immediate  environment  could  afford  —  vines,  slender 
branches,  or  other  fibrous  plants.  The  process  at  first  must  have 
been  crude,  but  savage  women  very  early  developed  a  skill  in 
basketry  that  we  are  not  able  to  find  among  civilized  peoples.  By 
encouraging  the  child  to  think  of  the  different  articles  that  he 
uses  that  were  made  by  weaving,  and  by  examining  the  beauty 
of  the  work,  he  will  be  prepared  to  grasp  something  of  the  signifi- 
cance of  the  simple  act  of  Sharptooth,  which  was  an  expre- 
of  the  same  kind  of  mother  love  which  he  enjoys,  but  which  he 
accepts  as  a  matter  of  course. 

Explain  to  the  child  that  the  Tree-dwellers  did  not  have  such 
music  as  we  have.  But  mothers  as  they  held  their  babies  in  their 
arms  would  gently  sway  back  and  forth,  uttering  a  soothing  sound. 
The  little  girls  will  no  doubt  enjoy  making  such  a  lullaby  in  their 
hours  of  play. 

Lesson  VII.  If  no  child  in  the  class  knows  what  kind  of  banks 
a  river  has  at  the  drinking-places,  and  if  there  is  no  opportunity  tu 


152  The  Tree-dwellers 

go  to  a  brook  or  river  to  find  out,  do  not  state  that  the  banks  are 
low.  The  fact  presented  in  that  way  would  be  almost  devoid 
of  meaning.  But  let  the  child  model  a  river  valley  in  the  sand 
box  or  out  on  the  playground  showing  steep  banks  in  places  and  in 
others  banks  that  slope  gently.  Then  let  him  think  of  a  herd  of 
cattle  feeding  on  the  hillsides.  The  cattle  need  water.  Suppose 
that  they  come  up  to  the  steep  banks.  Can  they  reach  the  water? 
How  can  the  cattle  get  down  to  the  stream  ?  When  the  cattle  have 
found  a  good  drinking-place  will  they  be  apt  to  come  to  it  again  ? 
By  means  of  such  questions  as  these  the  child  can  picture  the  con- 
ditions and  the  relation  of  living  creatures  to  them.  Such  knowl- 
edge as  this  means  something  to  him.  He  need  not  try  to  remem- 
ber it,  for  it  is  his. 

Give  the  child  plenty  of  time  in  reading  the  short  sentences 
that  picture  the  cattle  in  the  stream  to  allow  him  to  actually  see 
the  different  steps  in  the  process.  By  considering  each  point 
by  itself,  but  yet  in  relation  to  the  preceding  step,  the  child  can  get 
a  vivid  picture.  (For  information  concerning  the  wild  cattle,  see 
The  Urns,  p.  145.) 

Lesson  VIII.  This  lesson  is  introduced  to  give  the  child  a  faint 
suggestion  of  the  struggle  for  existence  among  wild  animals.  It 
also  suggests  something  of  the  dangers  to  which  the  Tree-dwellers 
were  exposed.  Pass  lightly  over  these  dark  pictures  and  empha- 
size the  fact  that  it  Avas  possible  even  in  those  times  for  Sharptooth 
and  her  baby  to  sleep  safe  from  harm.  In  contrast  to  this  wild  life 
let  the  children  draw  pictures  that  will  illustrate  the  security  and 
comfort  of  their  own  homes. 

Lesson  IX.  If  possible  let  the  child  visit  a  cave ;  if  not,  he  may 
take  advantage  of  the  tiny  streams  that  may  be  se^n  everywhere 
after  a  heavy  rain  or  during  the  thawing  of  snow.  A  careful 
examination  of  such  a  miniature  stream  will  enable  the  child  to 
get  all  the  experience  he  needs  in  order  to  understand  the  geo- 
graphical phase  of  this  lesson. 

Do  not  try  to  teach  the  child  much  more  than  he  can  observe 


Suggestions  to  Teachers  153 

regarding-  the  way  in  which  caves  were  formed.  A  much  better 
opportunity  to  teach  him  this  lesson  is  presented  later. 

Ask  the  child  why  Sharptooth  dipped  up  the  water  with  her 
hand.  Do  not  be  discouraged  if  some  child  thinks  that  she  might 
have  used  a  tin  dipper.  It  is  only  by  discovering  the  misconcep- 
tions of  the  child  that  we  are  able  to  correct  them. 

The  language  of  the  Tree-dwellers  was  probably  in  a  very 
undeveloped  state.     That  fact  is  merely  suggested  in  the  story. 

Lessons  X.  and  XL  The  first  of  these  lessons  conveys  the  truth 
that  people  have  taken  many  suggestions  from  animals  in  order  to 
better  their  condition  in  life.  This  does  not  imply  that  man  is 
inferior  to  the  animal,  but  merely  that  he  is  inferior  in  some  one 
respect,  or  that  he  depends  less  upon  instincts  and  thus  has  a 
greater  need  of  training.  If  the  child  learns  at  this  early  stage 
that  there  is  no  person  or  no  creature  too  insignificant  to  teach 
him  something,  he  will  have  learned  one  of  the  most  valuable  les- 
sons in  life.  The  child  may  not  be  able  to  tell  why  the  wild  hog 
has  lost  its  tusks,  but  he  will  enjoy  thinking  about  it.  He  can 
observe  or  find  out  in  other  ways  that  the  domesticated  hog  no 
longer  has  them,  and  by  comparing  the  difference  in  the  mode 
of  life  of  the  animal  in  the  wild  and  in  the  domestic  state  he 
can  see  that  the  wild  hog  needed  tusks  and  used  them,  while  the 
domestic  hog  of  to-day  does  not  have  them.  Children  are  so  keen 
in  their  thought  that  they  can  soon  get  the  relation  that  exists 
between  the  use  of  an  organ  and  the  state  of  its  development. 
This  point,  introduced  here,  paves  the  way  for  the  lesson  of  the 
wild  horse. 

Let  the  children  represent  by  pantomime  the  way  in  which  the 
wild  hogs  protected  their  young. 

Lesson  XII.  The  only  point  that  is  liable  to  need  explanation 
here  is  the  fact  that  Sharptooth  required  Bodo  to  take  care  of  him- 
self when  he  was  only  a  child.  This  can  be  more  easily  under- 
stood if  it  is  taken  into  consideration  that  mothers  frequently 
had  another  child  to  take  care  of  at  that  time,  and  so  of  necessity 


154  The  Tree-dwellers 

were  obliged  to  let  the  older  child  take  care  of  himself.  The  fact 
that  Sharptooth  took  pains  to  teach  Bodo  all  that  she  knew,  and 
that  she  left  him  only  when  he  was  able  to  take  care  of  himself, 
justifies  the  act  sufficiently.  The  slow  development  of  father  love 
is  less  easy  to  explain  and  will  not  be  attempted  at  this  time. 

Lesson  XIII.  Read  the  general  suggestions,  pages  133  and  134, 
before  attempting  to  teach  this  lesson. 

Lesson  XIV.  Supplement  this  lesson  by  facts  which  the  child 
has  observed  regarding  bees,  or  by  pictures  and  stories  that  are 
almost  universally  available. 

Lesson  XV.  Wild  horses  usually  associate  in  large  herds  some- 
times numbering  several  hundred.  This  large  herd  is  subdivided 
into  several  smaller  herds,  each  of  which  is  led  by  the  handsomest 
and  strongest  stallion  of  the  group.  The  younger  and  smaller 
horses  keep  on  the  outskirts  of  the  herd. 

If  the  paper  animals  which  the  children  cut  are  mounted  in 
groups  upon  the  blackboard  or  on  a  large  sheet  of  manilla  paper 
it  will  greatly  add  to  the  vividness  of  the  child's  image.  (See  The 
Wild  Horse,  p.  146.) 

Lessons  XVI.  and  XVII.  The  fact  that  we  possess  the  records 
which  reveal  the  story  of  the  evolution  of  the  wild  horse  while  the 
complete  account  of  many  other  species  is  not  yet  made,  accounts 
for  the  frequent  allusions  to  the  horse  when  discussing  the  history 
of  physical  development.  Read  the  suggestions  here  offered  and 
as  much  of  the  suggested  reading  as  possible  before  teaching  this 
lesson.  Notice  that  the  four-toed  horse  the  size  of  a  fox  lived  not 
when  the  Tree-dwellers  did,  but  at  a  much  earlier  period.  It  is 
not  necessary  for  the  child  to  get  a  clear  conception  of  the  time 
required  for  the  changes  pictured  in  these  lessons.  Xo  adult  can 
have  a  perfect  conception  of  this.  But  even  the  child  can  get  an 
idea  of  development,  of  eliange,  which  will  prevent  the  formation  of 
such  static  conceptions  of  life  as  are  still  only  too  prevalent  in 
many  of  our  institutions  of  learning.  (For  further  information, 
regarding  the  wild  horse,  see  p.  146.) 


Suggestions  to  Teachers  15, 

Lessons  XVIII.  and  XIX.  Before  the  child  is  able  to  use  tools,  h 
deals  with  objects  through  a  direct  use  of  the  various  organs  of  hi 
body.  No  better  preparation  can  be  given  the  child  for  an  intel! 
gent  use  of  tools  and  machinery  than  to  let  him  practice  a  grea 
variety  of  activities  that  furnish  him  with  the  muscular  sensation 
necessary  to  interpret  the  more  complex  processes. 

Encourage  the  child  to  collect  natural  forms  in  wood,  stone 
bone,  horn,  shells,  and  other  materials  that  may  be  available,  an 
preserve  the  best  of  them,  thus  forming  the  nucleus  of  an  industri: 
museum. 

References:  Katharine  E.  Dopp,  The  Place  of  Industries  i 
Elementary  Education,  pp.  19-21,  32,  33,  1 34-140;  "Some  Steps  i 
the  Evolution  of  Social  Occupations,"  III.,  The  Elementary  Schoi 
Teacher,  March,  1903. 

Lesson  XX.  The  purpose  of  this  lesson  is  to  show  the  wa 
in  which  man  began  the  conquest  of  the  animal  world.  Lead  th 
child  to  see  that  it  has  taken  a  long  time  to  make  the  earth  a  g<  ><  1 
home  for  man,  and  that  one  reason  why  we  can  learn  more  tha 
the  lower  races  knew  is  because  they  spent  their  time  in  makin 
the  earth  a  better  place  in  which  to  live.     (See  pp.  147-148. 1 

Lesson  XXL  This  lesson  is  based  upon  well-authenticated  fact 
supplied  by  Professor  Boyd  Dawkins.  It  portrays  not  merely  th 
intelligence  of  animals,  but  man's  alertness  to  take  suggestion: 
It  also  suofeests  to  the  child  a  relation  that  exists  between  him  an 
the  larger  world  to  which  he  is  already  looking  with  expectancy 
(See  Supplementary  Facts,  pp.  142-144,  for  information  regardin 
the  rhinoceros,  the  mammoth,  and  the  sabre-toothed  felis.) 

Lesson  AXIL  This  lesson,  together  with  the  two  following,  i 
which  the  probable  method  of  subduing  fire  is  portrayed,  mark 
the  climax  of  interest  in  the  story  of  the  Tree-dwellers.  N 
greater  conquest  has  ever  been  made.  In  writing  of  this  subjee 
Mr.  Geiger  says:  "And  if  we  admire  in  genius  not  only  superi. 
intellectual  endowment  but  the  boldness  of  attempting  to  think  ( 
what  has  never  been  thought  of  by  any  one  before,  and  to  undertak 


156  The  Tree-dwellers 

what  has  never  been  done  before,  it  was  surely  an  act  of  genius 
when  man  approached  the  dreaded  glow,  when  he  bore  the  flame 
before  him  over  the  earth  on  the  top  of  the  ignited  log  of  wood 
—  an  act  of  daring  without  a  prototype  in  the  animal  world,  and 
in  its  consequences  for  the  development  of  human  culture  truly 
immeasurable." 

Only  the  first  step  in  the  conquest  of  fire  is  portrayed  in  this 
lesson.     That  is  fear. 

References:     Mason,  Origins  of  Invention,  Chapter  III. 

Katharine  E.  Dopp,  The  Place  of  Industries  in  Elementary  Educa- 
tion, pp.  22-24. 

lesson  XXIII.  This  lesson  shows  how  man,  first  through  fear 
and  then  through  the  desire  to  make  friends  with  the  dreaded 
object  in  order  to  secure  its  protection,  subdued  fire.  Its  signifi- 
cance with  reference  to  social  life  is  portrayed  in  this  and  in  the 
following  lessons. 

Lesson  XXIV.  The  purpose  of  this  lesson  is  to  enable  the  child 
to  see  the  way  in  which  simple  societies  were  formed,  the  necessity 
for  the  division  of  labor,  and  an  early,  if  not  the  earliest,  form  of 
worship.  This  lesson  also  illustrates  a  step  in  advance  in  the 
development  of  the  primitive  family. 

Lesson  XXV.  This  lesson  illustrates  the  first  efforts  of  man  to 
make  a  shelter.  Previous  to  this  he  was  protected  by  such  shelters 
as  nature  afforded.  Xow  he  begins  to  adapt  nature's  gifts  to  his 
own  needs.  The  construction  of  the  rude  shelter  illustrates  what 
is  probably  the  second  step  in  the  evolution  of  the  textile  arts,  the 
first  being  the  weaving  of  a  cradle.  In  both  cases  the  motive  was 
undoubtedly  the  desire  on  the  part  of  the  mother  to  protect  her 
child. 

Lesson  XXVI.  The  suggestions  in  this  lesson,  together  with 
those  under  Basketry,  pp.  138-139,  are  probably  all  that  are  required. 

Lesson  XXVII.  Let  the  child  suggest  other  uses  to  which  fire 
might  have  been  put  than  those  named  here.  Let  him  also  suggest 
other  ways  in  which  food  might  have  been  cooked  accidentally. 


Suggestions  to  Teachers  157 

Encourage  him  to  make  a  connected  story  which  will  embody 
what  he  has  thought  Lead  him  to  discover  some  of  the  advan- 
tages that  arise  from  the  use  of  cooked  food. 

Reference:  Katharine  E.  Dopp,  "Some  Steps  in  the  Evolution 
of  Social  Occupations,"  III.,  IV.,  The  Elementary  School  Teacher, 
March  and  April,  1903. 

Lesson  XX  J VII.  The  purpose  of  this  lesson  is  to  supplv  an 
experience  that  will  pave  the  way  to  an  understanding  of  coopera- 
tive action. 

Lesson  XXLX.  This  lesson  illustrates  the  way  in  which  leisure 
hours  were  used  so  as  to  secure  not  merely  recreation,  but  a  train- 
ing for  the  serious  activities  of  life.  The  child  will  readily  appre- 
ciate the  significance  of  the  primitive  dance,  for  it  is  closely  related 
to  his  own  spontaneous  play. 

Reference:  Katharine  E.  Dopp,  The  Place  of  Industries  in  Ele- 
mentary Education,  pp.  25-34. 

Lesson  XXX.  This  lesson  explains  one  very  important  reason 
for  wearing  ornaments.  The  child's  instinctive  love  of  ornaments 
may  be  utilized  to  train  him  in  habits  of  industry  just  as  easily 
as  the  same  process  took  place  in  the  development  of  the  race. 
Really  beautiful  necklaces  and  bracelets  may  be  made  by  children, 
if  they  take  pains  in  stringing  seeds  of  various  sorts  in  such  alter- 
nations as  to  give  pleasing  effects.  It  is  worth  the  while  to  encour- 
age the  child  to  see  the  beautiful  in  nature  and  to  train  him  to 
adapt  nature's  forms  so  as  to  secure  still  more  pleasing  effects. 

Reference:  Katharine  E.  Dopp,  The  Place  of  Industries  in  Ele- 
mentary Education,  pp.  25,  27,  115. 

Lessons  XXXI.  and  XXXII.  These  lessons  serve  the  purpose  of 
making  the  transition  from  the  mild,  equable  climate  which  char- 
acterized the  early  part  of  the  mid-Pleistocene  period  to  the  colder 
climate  of  the  later  part  of  the  period.  The  early  part  is  the  age 
which  is  characterized  in  this  book.  The  later  part  will  be  treated 
in  the  next  book.  (For  information  regarding  the  animals  referred 
to,  see  Supplementary  Pacts,  pp.  143  and  146.) 


158 


The  Tree-dwellers 


Lesson  XXXIII.  This  lesson  is  intended  to  still  further  satisfy 
the  child  regarding  the  questions  which  will  probably  arise  in  his 
mind  from  the  first,  and  which  were  partially  satisfied  then.  The 
attempt  has  been  made  in  all  cases  where  it  has  seemed  possible, 
to  speak  frankly  and  directly  to  the  child.  Had  the  aim  been 
merely  to  please  him,  to  excite  him  by  dramatic  stories,  it  could 
have  been  done  in  a  much  easier  way.  The  simple  and  plain 
statements  of  fact  have  been  made  so  as  to  enable  the  child  to 
understand.  The  suggested  activities,  together  with  other  normal 
forms  of  work  and  play,  furnish  sufficiently  rich  emotional  reac- 
tions. In  the  light  of  the  racial  experiences  embodied  in  the 
stories,  these  emotional  reactions  maintain  their  normal  function 
as  the  most  powerful  factor  in  the  education  of  the  child. 


3]nDuj3trial  ana  foetal  i^tjstovv  Series 

By  KATHARINE  ELIZABETH  DOPE,  Eh.  D. 
The  Extension  Division  of  the  University  of  Chi: 

ANNOUNCEMENT 

THIS  series  is  designed  to  bring-  to  elementary  education  certain 
material  which  has  hitherto  remained  quite  untouched.  The 
child's  boundless  energy,  as  manifest  in  play,  is  a  familiar  matter 
of  observation.  The  direction  of  this  energy,  so  as  to  secure  educative 
results,  has  long  been  discussed  by  educational  thinkers.  The  actual  use 
of  this  energy  in  the  work  of  the  school  is  only  beginning  to  be  made. 
The  delay  in  the  application  of  this  powerful  educational  force  is  due 
more  to  the  fact  that  suitable  materials  for  its  employment  have  not  vet 
been  rendered  available,  than  to  the  failure  to  appreciate  the  real  nature 
of  the  child. 

The  purpose  of  this  series  is  to  render  available  for  general  use 
subject-matter  which  readily  lends  itself  to  those  forms  of  practical 
activity  which  are  seeking  expression  in  the  child,  and  which  at  the  same 
time  represents  social  experience  of  a  fundamental  character.  This  sub- 
ject-matter, which  includes  the  most  significant  steps  in  the  early  develop- 
ment of  our  industrial  and  social  institutions,  is  not  only  so  closely  related 
to  the  child's  experience  as  to  be  readily  appreciated  and  controlled  by 
him,  but  it  is  of  profound  significance  as  a  means  of  interpreting  the 
complex  life  of  the  present. 

In  order  to  ?neet  the  needs  of  the  undeveloped  child  the  materials  used 
are  selected  from  the  early  life  of  Aryan  peoples,  rather  than  from  the 
life  of  those  contemporary  tribes  which  represent  an  arrested  develop- 
ment. The  material  selected  is  so  graded  as  to  furnish  the  child  with 
a  series  of  problems  which  fulfill  as  vital  a  function  in  his  development 
as  they  originally  fulfilled  in  the  evolution  of  the  race.  By  presenting 
subject-matter  which  calls  forth  a  great  variety  of  simple  yet  fundamental 
activities,  the  series  offers  a  solution  to  the  most  difficult  problem  that  is 
to-day  engaging  the  attention  of  those  interested  in  elementary  education 
—  that  of  organizing  the  content  studies  of  the  curriculum  with  reference 
to  manual  training,  constructive  work,  and  social  occupations  of  various 

kinds. 

See  next  Page  for  vol  tones  in  this  series. 


Snfcusitrial  anb  Social  History  Series! 

By  KATHARINE  ELIZABETH  DOPP,  Ph.  D. 

Lecturer  in  Education  in  the  Extension  Division  of  the  University  of  Chicago.     Author  of 

"  The  Place  of  Industries  in  Elementary  Education." 

WHAT  THE  BOOKS  ARE 

Book  I.    THE  TREE-DWELLERS.     The  Age  of  Fear. 

Illustrated  with  a  map,  13  full-page  and  46  text  drawings  in  half-tone  by  Howard  V.  Brown.     Cloth, 
square  i2tno,  138  pages;  43  cents.     For  the  primary  grades. 

THIS  volume  makes  clear  to  the  child  how  people  lived  before  they  had  fire,  how  and  why  they  conquered 
it,  and  the  changes  wrought  in  society  by  its  use.  The  simple  activities  of  gathering  food,  of  weaving, 
building,  taming  fire,  making  use  of  stones  for  tools  and  weapons,  wearing  trophies,  and  securing  coopera- 
tive action  by  means  of  rhythmic  dances,  are  here  shown  to  be  the  simple  forms  of  processes  which  still 
minister  to  our  daily  needs. 

Book  II.    THE    EARLY  CAVE-MEN.      The  Age  of  Combat. 

Illustrated  with  a  map,  17  full-page  and  68  text  drawings  in  half-tone  by  Howard  V.  Brown.     Cloth, 
square  i2mo,  183  pages;  43  cents.     For  the  primary  grades. 

IN  this  volume  the  child  is  helped  to  realize  that  it  is  necessary  not  only  to  know  how  to  use  fire,  but  to 
know  how  to  make  it.  Protection  from  the  cold  winters,  which  characterize  the  age  described,  is  sought 
first  in  caves;  but  fire  is  a  necessity  in  defending  the  caves.  The  serious  condition,  to  which  the  cave-men 
are  reduced  by  the  loss  of  fire  during  a  flood  is  shown  to  be  the  motive  wh^ch  prompts  them  to  hold  a 
council;  to  send  men  to  the  fire  country;  to  make  improvements  in  clothing,  in  devices  for  carrying,  and  in 
tools  and  weapons;  and,  finally,  to  the  discovery  of  how  to  make  fire. 

Book  III.    THE  LATER  CAVE-MEN.     The  Age  of  the  Chase. 

Illustrated  with  27  full-page  and  87  text  drawings  in  half-tone  by  Howard  V.  Brown.     Cloth,  square 
i2mo,  IQ7  pages;  43  cents.     For  the  intermediate  grades. 

HERE  is  portrayed  the  influence  of  man's  presence  upon  wild  animals.  Man's  fear,  which  with  the  con- 
quest of  fire  gave  way  to  courage,  has  resulted  in  his  mastery  of  many  mechanical  appliances  and  in 
the  development  of  social  cooperation,  which  so  increases  his  power  as  to  make  him  an  object  of  fear  to  the 
wild  animals.  Since  the  wild  animals  now  try  to  escape  from  man's  presence,  there  is  a  greater  demand 
made  upon  man's  ingenuity  than  ever  before  in  supplying  his  daily  food.  The  way  in  which  man's  cun- 
ning finds  expression  in  traps,  pitfalls,  and  in  throwing  devices,  and  finally  in  a  remarkable  manifestation  of 
art,  is  made  evident  in  these  pages. 

Book  IV.    THE    EARLY   SEA    PEOPLE.       First   Steps  in  the 
Conquest  of  the  Waters. 

Illustrated   with   21  full-page   and  no  text  drawings  in  half-tone  by  Howard  V.  Brown  and  Kyohei 
Inukai.     Cloth,  square  i2mo,  224  pages;  30  cents.     For  the  intermediate  grades. 

THE  life  of  fishing  people  upon  the  seashore  presents  a  pleasing  contrast  to  Axe  life  of  the  hunters  on  the 
wooded  hills  depicted  in  the  previous  volumes.  The  resources  of  the  natural  environment;  the  early 
steps  in  the  evolution  of  the  various  modes  of  catching  fish,  of  manufacturing  fishing  tackle,  boats,  and 
other  necessary  appliances;  the  invention  of  devices  for  capturing  birds;  the  domestication  of  the  dog  and 
the  consequent  changes  in  methods  of  hunting;  and  the  social  cooperation  involved  in  manufacturing  and  in 
expeditions  on  the  deep  seas,  are  subjects  included  in  this  volume. 

Other  volumes,  dealing  with  the  early  development  of  pastoral  and  agricultural  life,  the 
age  of  metals,  travel,  trade,  and  transportation,  will  follow. 

Write  us  for  detailed  information  regarding  these  books  and  a  complete  list  of  our 
up-to-date  publications 

RAND  McNALLY  &  COMPANY 

EDUCATIONAL    PUBLISHERS 

CHICAGO  NEW  YORK  LONDON 


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